Proficiency Masterclass - Student's Book

Cambridge English

Proficiency MASTE~LASS

Kathy Gude MichaeL Duckworth Louis Rogers

Contents

1

Reading & Use of English (Parts 1- 4)

Reading & Use of English (Parts 5-7)

Listening

• Part 1, Multiple-choice doze page 17

• Part 5, Multiple choice page 12


page 21

• Part 2, Open doze page 22

• Part 6, Gapped text page 24

• Part 2, Sentence completion page 27

Language& culture

• Part 3, Word formation page 33

• Part 7, Multiple matching page 34


• Part 4, Key word transformations page 48






page 61




Science & technology



People & places page 11

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Our environment

page 31

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Fa mily & relationships page 41

5

6

7

Safety & danger page 51

Health & lifestyle

page 71

2

Part 2, Sentence completion uel7

'riting

Speaking

Grammar

Vocabulary

Part 2, Set text page 19

• Part 1, Introduction page 16

• Narrative tenses • Past verb forms with present or future meaning page 14

• • • • • •

Describing characters and plots Word knowledge: get Collocations: memory Word knowledge: would Link words Word knowledge: help and give

Part 1, Discursive essay Paraphrasing page 29

• Part 2, Two-way conversation page 28

• Future forms and time clauses • Future phrases page 23

• .. • • •

Collocation: adjectives and nouns Animal expressions Dependent prepositions Compound adjectives Discourse markers: generalizations and exceptions

Part 2, Review Creating interest page 38

• Part 3, Individual long turn page 40

• Focus and emphasis: cleft sentences page 36

• • • • • • •

Describing culture Descriptive adjectives Style: informal and formal vocabulary Prefixes Idioms for emphasis Discourse markers: giving examples Borrowed words

Part 1, Discursive essay Cause and effect page 49


• Perfect aspect page 46

• Describing behaviour • Expressions: communication • Discourse markers: various

Part 2, Letter Sentence adverbs: apparently, seemingly, etc. page 59


• Past modals: possibility, speculation, necessity, obligation page 53

• • • •

Phobias Ways of looking Word knowledge: weather and storm Collocations: risk and danger

Part 2, Article Exemplification Persuasive devices page 69


• Defining and non-defining clauses • Reduced clauses page 65

• • • •

Illness and injury Expressions: sport Feelings Expressions: life

Part 1, Discursive essay Evaluative language page 79


• Stative verbs • Simple or continuous • Nouns and -ing forms page 73

• • • • •

Prefixes and suffixes Words describing light Expressions: science and technology Consequences and effects Synonyms: change

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Contents (continued)

8

Law&order page 81



Listening




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Psychology & employment






• Part 2, Sentence completion page 110


• Part 5, MUltiple choice page 114



• Part 7, Multiple matching page 122 • Part 6, Gapped text page 130


page 91

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11 Money matters page 111

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Travel & tourism page 121

Introduction and exam overview Exam strategies page 133 Writing guide page 138 Grammar notes page 149 Information files page 163 Review (Units 1-12) page 166

4

page 6

Writing

Speaking

Grammar

Vocabulary

• Part 2, Report • Hedging


• Gerunds and infinitives page 83

• Collocations: crime, punishment,

• Part 3, Individual long turn

• Uses of have and get • Passives with have

page 89

• Part 2, Letter • Supporting and giving reasons • Being tactful

page 95

something done

• Using passives (maintaining focus)

page 99

rights, rules

• Crime vocabulary and dependent prepositions • Word knowledge: law • Speculating • Problems and solutions • Suffixes • Expressions: listen, hear and ear • Verbs and meanings • Word knowledge: face

page 93

• Part 1, Discursive essay • Complex sentences page 105


• Contrast clauses • Reason clauses • Adverb clauses of manner

• Food and drink adjectives • Word knowledge: make

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page 103

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• Part 2, Report • Nominalization page 119


• Reported speech • Reporting questions and verb patterns page 113

• Part 2, Article • Descriptive language page 124


• Counterfactual conditionals • Mixed unreal conditionals • Alternative conditional structures

• Money sayings and proverbs • Synonyms: rich and poor • Collocations with money • Words or expressions connected with trade and money • Word knowledge: market • Words connected with success and failure • Word knowledge: if • Word knowledge: cut • Word knowledge: road, path, and track • Discourse markers: various

page 126

5

Introduction & exam overview Introduction About Proficiency Masterclass

This fully-updated and revised edition of Proficiency Masterclass provides material which gives prospective candidates appropriate preparation and practice for the 2013 Cambridge English: Proficiency (CPE) exam. The material in this course also provides opportunities for candidates to develop their English on a broader level for success in the real world beyond the exam. The units in this Student's Book contain practice of exam-type tasks for all the parts of each paper in the exam. High-level vocabulary and grammar are developed throughout the course. The grammar syllabus is supported by a Grammar notes section (page 149) written by linguist George Yule. The Review section (page 166) contains exercises that review and consolidate the language covered in the main units. The Online Skills and Language Practice (your unique access code is on the card at the back of this book) contains over 150 exercises which build on and extend the language and skills covered in the Student's Book. It includes: • exam practice tasks for each part of the four papers in the exam, including speak-and-record tasks

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• skills-training exercises • text-analysis tasks

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The access code for your Online Skills and Language Practice also gives access to a full online practice test. We hope you enjoy using Proficiency Masterclass to help you to prepare for the Cambridge English: Proficiency exam. About the exam

Revisions to the Cambridge English: Proficiency (CPE) exam for 2013 ensure that it is up to date with the latest methodological approaches to communicative language testing. It is a C2-level exam, at the highest end of the CEFR framework. It is proof that successful candidates have achieved an exceptional level of English. As such, it attracts candidates who require English for higher levels of academic study and/or those who wish to enhance their career options and professional development. Cambridge English: Proficiency is recognised by a wide range of organisations, including universities, government agencies and international companies. For more information about recognition see www.cambridgeesol.org/recognition. The revised Cambridge English: Proficiency (CPE) exam for 2013 consists of four papers: • Reading and Use of English (1 hour 30 minutes) • Writing (1 hour 30 minutes) • Listening (appox. 40 minutes) • Speaking (approx. 16 minutes). The exam is approximately 3 hours and 56 minutes long.

More information

For more details and the most up-to-date information about the 2013 Cambridge English: Proficiency exam, go to www.cambridgeesol.org.

6

Reading & Use of English

(1 hour 30 minutes)

This paper consists of seven tasks which test a variety of reading skills. In the first four parts the focus is largely on testing language knowledge - vocabulary and grammar, while the last three parts (Parts 5-7) focus on more extensive reading skills with tasks based on longer texts than in Parts 1-4.

The texts are taken from a wide range of authentic sources including newspapers, magazine articles, fiction, guides, letters and reports. There are 53 questions in total in this paper and it carries 40% of the total marks.

Task type

Number of items/ marks

What you do

What it tests

Part 1

Multiple-choice cloze

8 items; 8 marks

Choose the correct word(s) from a set of four options to fill each gap in one short text.

Accuracy with vocabulary and some grammar (meaning of single words, phrases, phrasal verbs, etc.).

page 133

Part 2

Open cloze

8 questions; 8 marks

Think of a single word to complete each gap in a short text.

Accuracy with grammar and some vocabulary in context.

page 133

Part 3

Word formation


Use the given root word to form the correct word to fill each gap in one short text.

Accuracy with vocabulary, particularly with word-building, including compound words and the use of prefixes and suffixes.

page 133

There are 6 unrelated sentences, each followed by a single word and a gapped sentence. Use the word given to complete the gapped sentence (in 3-8 words) so that it means the same as the first sentence.

Accuracy with a wide range of grammar and vocabulary, including collocation, phrasal verbs and lexical phrases.

page 134

Part 4

Keyword transformations

6 questions; 12 marks Cl mark for each part of the answer, max. 2 marks per question)

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Multiple choice


There is one longer text for this part. Answer each question about the text by choosing the correct option from a set of four.

Understanding of detail, opinion, attitude, tone, purpose, main idea, implication, exemplification, reference, etc.

page 134

Part 6

Gapped text


There is one text from which 7 paragraphs are missing. Choose from a choice of 8 paragraphs to fill the gaps.

Understanding of text structure, links between parts of text.

page 134

Part 7

Multiple matching

10 questions; 10 marks There is one text divided into sections OR there are several short texts. Match ten statements / pieces of information to the relevant section(s) of the text(s).

Understanding of detail, opinion, attitude, specific information, etc.

page 134

7

Writing

(1 hour 30 minutes)

This paper consists of two parts and carries 20% of the total marks. Each part carries equal marks. Part 1 is a compulsory essay question. In Part 2 you must choose one of four questions. These may include: articles, reviews, letters, reports, essays (for the set text questions only) .

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Task type

Word limit

What you do

What it tests

Part 1

Essay (compulsory)

240-280 words

Identify, summarize and evaluate the key points in two short texts in an essay that incorporates your own opinions. Candidates must do this task.

Ability to identify and evaluate key information and incorporate this into a coherent essay using own words, expressing and supporting your opinions.

page 135 pages 138-139

Part 2

Choose one question from Questions 2-4. These can include an article, report, review, letter.

280-320 words

Choose one task from Questions 2-4 OR one of the set text questions (there are two set books for the exam which change periodically) .

Ability to put together relevant ideas and express them clearly for the reader within the format of the task.

page 135 pages 140-148

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Exam strategies/ Writing guide

Listening

(approx. 40 minutes)

This paper consists of four parts and takes about 40 minutes. It carries 20% of the total marks. The recorded text may include the following: • for monologues: radio programmes, lectures, talks, anecdotes, speeches • for interacting speakers : interviews, conversations, discussions. The speakers will have a variety of accents. Each recording is heard twice. At the end of the exam, candidates are given 5 minutes to transfer their answers to the answer sheet.

Task type

Number of items/ marks

What you do

What it tests

Exam strategies

Part 1

Multiple choice (3-option)


Listen to 3 short unrelated pieces (monologues or conversations). For each one, answer a question by choosing one option from a set of three. There are two questions per piece.

Understanding of detail, gist, opinion, feeling, attitude, purpose, agreement between speakers, course of action.

page 136

Part 2

Sentence completion


Listen to one monologue and complete each of 9 sentences with a word or short phrase from the recording.

Understanding of specific information given in the piece.

page 136

Listen to an interview or discussion (two or more speakers). For each question, choose one option from a set of four.

Understanding of opinion, attitude, detail, gist, inference.

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Part 4

Multiple choice (4-option)

Multiple matching (2 tasks)


10 questions; 10 marks Listen to 5 short themed monologues. Match what each speaker says to one of 8 options in Task 1 and one of 8 options in Task 2.

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page 136

9

Speaking

(approx. 16 minutes)

This paper consists of three parts and takes approximately 16 minutes. Paper 4 carries 20% of the total marks. There are normally two candidates and two examiners. One examiner assesses, while the other gives instructions and interacts with candidates. In some circumstances, three candidates may sit the test together, this will increase the time. You will be assessed throughout the test on: • accurate use of grammar • range and use of vocabulary • pronunciation • communication • discourse management • successful completion of tasks • ability to take part in different kinds of interaction. Task type

Timing (examiner + two candidates)

What you do

What it tests

Part 1

Conversation between candidates and examiner

2 minutes

Answer the examiner's questions.

Ability to use general and social language to talk about personal topics relating to the candidate.

page 137

Part 2

2-way conversation with decisionmaking task

4 minutes

Answer a question about one or more of the pictures you are shown and do a decision-making task.

Ability to exchange ideas, give and justify opinions, make suggestions, agree/ disagree, reach a decision through negotiation.

page 137

Part 3

Individual long turn 10 minutes and topic related discussion

Each candidate speaks alone for 2 minutes, based on a prompt card; each candidate is also asked a question about what the other candidate said. This is followed by a discussion between candidates and examiner on the same topics.

Ability to speak continuously on a given topic, and to comment on what someone has said. Also ability to exchange ideas, give and justify opinions, agree/disagree.

page 137

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Introduction 1 A study identified four groups of soap opera viewers. With a partner, discuss what you think the attitudes of these people are likely to be.

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3 Match the words in list A with those in list B to form

collocations. Sometimes more than one collocation is possible. mundane eccentric compulsive corny cliffhanger unconvincing atrocious negative glamorous topical far-fetched contrived B: stereotypes storylines viewing situQtions endings characters issues acting settings plot

A: hackneyed

4 Which category of viewer in 1 would you put yourself in? Use words from 3 to explain reasons for your choice. S Discuss these statements.

a Soap operas offer an accurate depiction of real-life people who live Qnd lVork in the places that the soap is set in~ e.g. school. country/area/community, hospital, university. etc. b Soap operas can be all effective tool to convey important social messages. They can raise awareness of and help address problems in society. c By publish ing the heroism of ordinary life, soaps announce the communality of human crisis; tragedy is the same whether ill ghetto or palace. (StewaTt Dakers)

11

Reading &

Part 5

Use of English 1 You are going to read an extract from a novel set in Botswana called The No. 1 Ladies' Detective Agency by Alexander McCall Smith. The main character, Mma Ramotswe, has set up a detective agency in Botswana with the money she inherited from her father. Before you read the extract, answer these questions. a Identify these countries on the map: Botswana, Zimbabwe, Angola and Namibia.

b What ima ge does Botswana conjure up in yo ur mind? 2 Now read the text. How similar was your image of Botswana to that in the text?

Exam practice 3 For questions 1-6, choose the answer (A, B, C or D) which you think fits best according to the text. 1 What is th e writer implying in the first paragraph? A Memo ries need to be recalled to make sure they do not disappear. B We have no control over our memories but they are a part of us.

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In this type of text the multiple·choice questions often focus on the writer's implied meaning. Read the question carefully to find words that ask for this kind of interpretation.

C Few people are interested in the lives of ordinary people.

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Obed Ramotswe was a most unfortunate man.

2 What is suggested about the local boys? A They often tried to rob the people. B The railway employees had little control over how they behaved . C They were reluctant to get too close to rhe railway track. D The passengers were rather irritated by their presence.

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3 When talking about Mahalapye, Obed paints a picture of A a group of houses reflecting a social divide.

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S a village which was arranged neatly around the railway lin e. e children receiving an education which was inadequate. D local children who were encouraged to pursue their own culture.

4 What point is Obed making in paragraph F? A The doctor was reluctant to tell him any bad news. B He refuses to despair when hearing bad news. C People react to bad news in very similar ways. D Bad news is never as bad as it seems.

5 What does Obed imply in the last paragraph? A He would like to see more of his only child. B His life has been a hard struggle to make ends meet. C He has found living in Africa a solitary experience. D Despite problems, his achievements have been praiseworthy. 6 The overall impression Obed gives of life in Africa in his day is that it was a land where

A the problems of everyday life could easily be forgotten. B there were opportunities for peo ple to take advantage of. C the geography had a profound effect on people's character. D strong family ties and loyalti es were pa ramou nt. Text analysis

4 Work through a-f, referring to paragraphs A- G in the text. a How effective is the simil e that the writer uses? CA) b What device does the w ri ter use to e ngage the reader in the narrative? CA)

c What surprises the reader at the beginning of the second paragraph? (B) d Why do you think Obed compares the passengers on the train to ghosts? (C) e How does the writer crea te an impression of what Africa was like in the past? (E)

f How does Obed effectively convey the atmosphere of Africa? (G) 12

All those years ago

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We don't forget, thought Mma Ramotswe. Our heads may be small, but they are as full of memories as the sky may sometimes be full of swarming bees, thousands and thousands of memories, of smells, of places, of little things that happened to us and which come back, unexpectedly, to remind us of who we are. And who am I? I am Precious Ramotswe, citizen of Botswana, daughter of Obed Ramotswe who died because he had been a miner and could no longer breathe. His life was unrecorded; who is there to write down the lives of ordinary people? I am Obed Ramotswe, and I was born near Mahalapye in 1930. Mahalapye is halfway between Gaborone and Francistown, on that road that seems to go on forever. It was a dirt road in those days, of course, and the railway line was much more important. The track came down from Bulawayo, crossed into Botswana at Plumtree, and then headed south down the side of the country all the way to Mafikeng, on the other side. As a boy, I used to watch the trains as they drew up at the siding. They let out great clouds of steam, and we would dare one another to run as close as we could to it. The stoker would shout at us, and the station master would blow his whistle, but they never managed to get rid of us. We hid behind plants and boxes and dashed out to ask for coins from the closed windows of the trains. We saw the white people look out of their windows, like ghosts, and sometimes they would toss us one of their Rhodesian pennies - large copper coins with a hole in the middle - or, if we were lucky, a tiny silver coin we called a tickey, which could buy us a small tin of syrup. Mahalapye was a straggling village of huts made of brown, sunbaked mud bricks and a few tin-roofed buildings. These belonged to the Government or the Railways, and they seemed to us to represent distant, unattainable luxury. There was a school run by an old Anglican priest and a white woman whose face had been half-destroyed by the sun. They both spoke Setswana, which was unusual, but they taught us in English, insisting on the pain of a thrashing that we left our own language outside in the playground.

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On the other side of the road was the beginning of the plain that stretched out into the Kalahari. It was a featureless land,

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cluttered with low thorn trees, on the branches of which there perched the horn bills and the fluttering molopes, with their long trailing tail-feathers. It was a world that seemed to have no end, and that, I think, is what made Africa in those days so different. There was no end to it. A man could walk, or ride, forever, and he would never get anywhere. I am sixty now, and I do not think God wants me to live much longer. Perhaps there will be a few years more, but I doubt it; I saw Dr Moffat at the Dutch Reformed Hospital in Mochudi who

70

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listened to my chest. He could tell that I had been a miner, just by listening, and he shook his head and said that the mines have many different ways of hurting a man . As he spoke, I remembered a song the Sotho miners used to sing. They sang: 'The mines eat men. Even when you have left them, the mines may still be eating you: We all knew this was true. You could be killed by falling rock or you could be killed years later, when underground was just a memory, or even a bad dream that visited you at night. The mines would come back for their payment, just as they were com ing back for me now. So I was not surprised by what Dr Moffat said. Some people cannot bear news like that. They think they must live forever, and they cry and wail when they realize that their time is coming. I do not feel like that, and I do not weep at the news the doctor gave me. The only thing that makes me sad is that I shall be leaving Africa when I die. I love Africa, which is my mother and my father. When I am dead I shall miss the smell of Africa, because they say that where you go, wherever that may be, there is no smell or taste.

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But I can look back over my sixty years and think of everything that I have seen and of how I started with nothing and ended up with almost two hundred cattle. And I have a good daughter, a loyal daughter, who looks after me well and makes me tea while I sit here in the sun and look out to the hills in the distance. When you see the hills from a distance, they are blue; as all the distances in the country are. We are far from the sea here, with Angola and Namibia between us and the coast, and yet we have this great empty ocean of blue above and around us. No sailor could be lonelier than a man standing in the middle of our land, with miles and miles of blue about him. From The NO.1 Ladies' Detective Agency by Alexander McCall Smith

13

oca Word knowledge: get

5 The Oxford Advanced Learner's Dictionary lists 26 meanings - ~ -u:-~ ,~o:l!!t-. r...c~ at this extract from the text on page 13. What does get mean here? A man could walk, or ride, f01-evel~ and he would never get anywhere.

6 What is the meaning of get in a-j? How could each use be paraphrased? a Just to get to meet him was a thrill, but I got to work with him, too! b I get the impression that he doesn't like me very much. c He couldn't get the car to start this morning and was late again. d I shall quite enjoy getting used to this lifestyle. e We had a bite to eat and got talking. f You get all sorts in here, from accountants to film stars. g I can't go out. I've only just got in. h What gets me is how we have to pay through the nose for petrol. It's far from ideal but we're getting there. I just don't get it - why on earth would you want to go there? 7 Write sentences with get that are true for you. For each sentence, try to use the word get in a different way. Collocations: memory III

8 Divide these adjectives which collocate with memory into the four categories a-d below. Some words might fit more than one category.

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rekindle push aside push away spark stir (up) blot out hold come flooding back fade

10 Talk to a partner about memories. Try to use some ofthe vocabulary in 8 and 9. Your views 11 Look back at the text on page 13. Would you be interested in reading the rest of the book? Why/Why not?

Grammar

See notes page 149

Past tenses 12 Complete a-j with a suitable past tense of the verbs in brackets. Where more than one tense is possible, does it create a difference in meaning? a When I lived abroad, my mother (always/phone) me at dinner time. b After the railway (disappear), life in the town changed dramatically. c I (hope) to take a really long holiday last year but it didn't work out. d When I (do) all the housework, I sat down and had a nice cup of tea. e I (visit) the island at least three times a year. f We all stood up and left the room when John (sing) his latest song. g I (study) French in Paris when I first met Marc. h I got the job because I (have) a good knowledge of the surrounding area. I (have) dinner with my boss last night and he (say) that things are looking up for the company. As soon as he (open) the present, his face lit up . 14

Past verb forms with 13 What effect do the past tenses have in each of the sentences in a-g? present or future meaning a Supposing we didn't go on holiday next year, what would we do instead?

b I'd rather you didn't come tomorrow as I'm quite busy today. c I know you love me, but would you follow me wherever I went? d I think it's time we left for the airport. e I thought you might like to know that I passed all my exams. f Did you want to come round and see us tonight? g I was hoping we could get this sorted out this week. Word knowledge: would 14 Read this extract from the text on page 13. What meaning is the writer trying

to convey with the use of would? Is there any difference between the use of would and used to? ... I used to watch the trains as they drew up at the siding. They let out great clouds of steam, and we would dare one another to run as close as we could to it. The stoker would shout at us, and the station master would blow his whistle, but they never managed to get rid of us.

15 What is the function and meaning of would in a-f? a When Susie first saw the house, she knew that one day she would live there . b She would happily get up at the crack of dawn to make the kids their breakfast. c I wanted Tim to start looking for another job but he wouldn't hear of it. d I would say that this would be a difficult place to settle down in. e Would you pop this in the post on your way to work? f Typical! You would tell him about the party!

16

1·02 When would you normally contract would in a-f above if they were spoken? Listen and check.

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Personalization 17 Prepare a short paragraph about people and/or places from your past like the

one in 14. Use the pictures below for some ideas. Then read it out to a partner.

15

Speaking

Part 1

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1·03 Part 1 of the speaking test lasts for two minutes. In the first part of the test, the examiners will introduce themselves and ask some brief questions. Listen to the introduction to this part of the speaking test. Make a note of the six questions the examiner asks.

2 Tick the kinds of questions in the list below that you think the examiner will ask after the introductory ones. How many questions do you think the examiner will ask the candidates?

.. . . . ..... requiring candidates to justify their opinions developing topics focusing on decision making . focusing on exchanging ideas about candidates' lifestyle and surroundings requiring more speculative answers related to an exam task . . . . . . . . focusing on general interactionallanguage 3

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1·04 Look at these three Part 1 questions. Listen to some candidates answering them. Make a note of the strengths and weaknesses of each candidate's response. How might they improve their answers? a You said you are from ... What do you like about living there?

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Vocabulary Link words

4 The following link words a-i will help you to structure your responses. Match them

to their uses 1-7. a because

1 to introduce another point of view

b so that

2 to confess that something is true

c on the other hand

3 to speculate

d if

4 to give yourself time to think

e actually f I must admit

5 to preface what you really think 6 to give an explanation or reason

g I have to say

7 to express a result

h so well

Exam practice r - - - - - Tip - - - - - . Before you answer a question, quickly take a deep breath and, as you breathe out, try projecting your voice a little. Both examiners need to be able to hear you.

5 04 )>> 1·05 Listen to four Part 1 questions. After each one, discuss with a partner what might be a suitable reply to the questions as in the example below. Quickly thinking of two or three different angles for each question will help you to start talking immediately, and expand on and structure your response. Example: How important is itforyou to travel? (Ideas: trips or travelling you have already done; trips you would like to go on; why you are or are not interested in travel, etc.)

6 Now take it in turns to practise asking and answering the questions. 16

Reading &

Part 1

Use of English

1 Look at these pictures. What do you think it would be like to live in these places? 2 Read the text below, ignoring the gaps, and find out what kind of place Nuuk is to live in. How would you feel about living there?

Exam practice 3 Read the text again. For questions 1-8, decide which answer (A, B, C or D) best fits each gap. There is an example at the beginning (0).

Northern light All roads do not lead to Nuuk. Infact, no roads lead to Nuuk.

I like to start my day at the only place in Nuuk where you can

Songwriter and Nuuk native, Nive Neilson, tells us why it's

get

worth the trip.

excellent. But although it's difficult to find good coffee, it's easy to

Nuuk is different. For a start, it's not (0) ...... .... 11

... to

coffee. The espresso is strong and tastes

\ ,/ .................................... ..................... hook, line and sinker for Greenlandic cuisine.

other p laces in Green land. If you want to quit town, you need

In my favourite restaurant (5) .

a boat, a helicopter or a propeller plane. Nuuk really is off the

get smoked reindeer, fish and musk ox. Places such as Qoornoq

/ .......................................... ........ . . . . track. On the other hand, we've got mountains,

... ... . ....... on the harbour, you

are just as \~J ............. .................................. .......... as the local cuisine. It's a

the coastline, a vast expanse of water and icebergs - a landscape

........................................................ vi ll age on an island just off Nuuk. There's

that's as fascinat ing as it is inspiring, above all for artists. And there

nothing there apart from a few ho liday homes. But

are plenty of those here. I love the albums of Ole Christianson.

(8)

His surreal lyrics are wonderful. He sings in Greenla ndic but his

can be really bothersome in summer. That's why people use

lyrics alone were reason enough to encourage people to

mosquito nets on boat trips. It looks pretty funny but, as I said,

~J ........................................................... with our language.

~Even if you thinkTip you have found the I

correct word to fill the gap, try the other options in the gap to make sure they do not collocate with the other words in the phrase or sentence before you make your final choice.

L

heed if you go there: the clouds of mosquitos

Nuuk is just different.

0 A combined

@ connected

C related

D united

1 A forged

B beaten

C formed

D worked

2 A activate

B encounter

C involve

D engage

3 A appropriate

B suitable

C presentable

D respectable

4 A fall

B drop

Cjump

D dive

S A fixed

B placed

C established

D located

6 A evocative

B reminiscent

C suggestive

D inducing

7 A stranded

B deserted

C vacant

D derelict

8 A keep

B make

C take

D give

17

C

:::J

;::;:

...

Listening

Part 1

1 Do you agree with this statement? Why/Why not? The only way to give effective help to people in need is to go and 'li e i:: _'O;x-e ~.~

Exam practice 2

04 ~

1·06 You will hear three different extracts. For questions 1-6, choose the answer CA, B or C) which fits best according to what you hear. There are twc. questions for each extract.

Extract 1: You hear two friends talking about a trip to help someone· need. 1 The woman seems surprised that the man and his collea2Ues A found time to organize the trip. B managed to fit all the toys and clothing into two lorries. C were able to find the money to finance the trip.

Tip

III Q) (,)

ca Q. ~ Q)

Q. o Q)

2 When the lorries arrived, the man felt A proud of his achievements. S sympathetic for the children's predicament. C determined that he would return.

Always read all the questions and the options through carefully before the recording starts. You will be given time to do this in the exam. As you listen for the first time, put a dot beside the option you think is correct.

Q.

Extract 2: You hear a presenter making a charity appeal on TV. 3 The man emphasizes the fact that A making a donation is not the only way to help people in need. S whatever help we can give is welcome. C it's up to us all to ensure funds reach their target. 4 In the man's opinion, anyone making a donation will A be motivated to do more in future. S feel guilty for not having done so earlier. C have a clear conscience tonight. Extract 3: You hear two people on a radio programme talking about sponsoring a child. 5 Why did the man find Opportunity International inspiring? A It's prepared to advertise in newspapers. S It interviews sponsors personally. C It cooperates with the local population. 6 The man regards the donation he makes as A a means of obtaining information. S a small contribution towards a good cause. C an insignificant gesture given the circumstances.

Your views

3 Which of the methods of helping people mentioned in the extracts do you consider to be the most effective? Why?

Vocabulary Word knowledge: help and give

4 Replace the words in italics in a-g using an expression with help or give. a Lynn's tried not to lose her temper so often, but she can't stop herself. b The best way to handle children is not to let them do just what they want to. c Have some of these olives everybody - they're delicious. d I'm going to be late, but it's not my fault that the traffic is so bad. e Things seem bad right now but if you wait a little while they might get better. f When I was struggling to set up my business, he lent me some money. g You are a hard worker - I'll admit that's true .

18

Writing

Part 2, Set text

1 Discuss these questions. a Do you like reading? Why/Why not? b What type of things do you like and dislike reading? c How often do you read? d Thinking about the things you read, why do you read them? e Where do you like to read? f Have your reading habits changed over the years? If so, how? Preparing for the tasks

2 Here is a list of things you should do when preparing for the set text task. Some of the guidance is wrong. Cross out the guidance that is incorrect. a Make a list of the main events and note which characters are involved in each event. b Make notes on how the relationships between the key characters develop. c Learn your notes by heart and plan to reproduce them exactly in the exam. d Prepare short character profiles for the main characters. e Make notes where relevant on attitudes that differ to those of the modern day. f Link attitudes in the novel to other aspects such as character motivation. g Write a short summary of each chapter.

c ::s

h Just watch the film version.

....

;:;

Spend as much time studying the minor characters as the main characters. 3 Can you think of any other ideas to add to the list above?

Vocabulary 4 Read these extracts from some literature essays and reviews. Complete a-g with a suitable word from the list below in the correct form. There may be more than one possible answer. heart foot laden culminate mount mirror paint nod doom breath compel backdrop play emerge resonate plot lie grip

tend mar

a The theme at the of the book in the narrator's relationship with his sister - a relatively square girl who joins the army after her marriage ends in tatters. b O'Grady ... novella, having one of letters.

fresh life into the genre with a and evocative in the esoterically fogeyish world of eccentric men

c Narrative suspense around the seemingly trite question of who will lead her through this transformation from child to woman. Against this . . . ....................... . . . . . . ........... , questions of freedom and alienation ............... ........... as all the more complex. d The power relations at in the encounters described are in Paulo's small rural community, helping to a lucid picture of turn of the century small town America. e The novel is first section and

with images of concealment, carefully placed within the throughout, in a spine-chilling finale.

f With more than a passing . . . . . ... to history, this sentimental novel describes the relationship between a young, impressionable farmhand and a sophisticated, but shallow countess. g Gilbert popularizes an intricate story well, . . . . . . . . . . . . . . . . ................... . ... ... to overdramatize an already interesting

it intermittently by a

19

Exam practice

See Writing guide page 148

5 Read each of the exam questions and answer the questions that follow. a Your local newspaper has invited readers to send in articles entitled 'People thought differently then'. Write an article about your chosen book, focusing on how the attitudes of society affect the relationship between two of the main characters. 1 What kind of balance should there be between characters, events and details about society in your answer?

-

Tip

Only choose a set text question in Part 2 if you have read the text in full or seen the film version.

2 Who are the target readers? What will they expect to learn from such an article? 3 Should the style ofthe article be formal or informal? b 'Their relationship was doomed from the beginning.' Write an essay for your tutor discussing this statement, describing how the relationship between two of the characters in your chosen book begins and develops. Write about the pressures they meet through their own differences in personality and circumstances, and the opposition of society and other people in their lives. 1 What is the main focus in this question? 2 What four paragraphs would you definitely have to include? 3 What style should the essay be in?

Cl)

G,) (.)

c A magazine has decided to start a book review page that focuses on novels in which the protagonist successfully resolves a problem. It is asking its readers for suggestions. Write a letter to the magazine recommending your chosen book. You should briefly describe the character and circumstances of the protagonist, and state why you think readers will be able to relate to him/ her.

.!

c.

aiS ~

c. oG,) c.

1 Who are your target readers? What are you trying to achieve through your letter? 2 What should you include in your letter? 3 What kind of style and tone should you adopt? d A newspaper has asked you to write a review of a book saying whether you think young people are still likely to relate to its themes. Write your review focusing on the main characters and their situations and relationships, and stating how relevant their circumstances are today. 1 Who are your target readers? 2 What is the main purpose of your review? 3 What kind of style should you use? e The head of English at your college has asked you to comment on the appropriacy of your chosen book for students studying on your course in the future. Write a report commenting on how the book may help students learn about the culture and history of the country in which it is set, and recommending ways of keeping the students interested in the book on future courses. 1 Who is the target audience? 2 What points of style and organization are important when writing a report? 3 What must you include in the report? 6 Choose one of the tasks a-e and write your answer in 280-320 words.

20

o c

~

(I)

::I

:So o ::I 3 ~

(I)

::I ....

Introduction 1 Discuss the questions in this quiz and find out how much you know about the world we live in. Check your answers on page 163. 2

3 Make statements about the issues in 2 using words from list A and list B and any prepositions you may need. There are a number of possible answers. Example: The massive increase in the emission of greenhouse gases is bound to increase global warming.

~ )>>

1·07 Listen to two students taking part in a discussion about the environment. Tick the problems they mention.

A: reprehensible

massive real gross increasing irreversible detrimental burgeoning indiscriminate excessive

greenhouse gases the exploitation of food sources the depletion of natural resources

B: exploitation

throwaway society the impact of global warming the threat of species becoming extinct climate change the excessive consumption of energy

prevention

4

reduction impact effect consumption

threat depletion increase emission

~~

1·07 Now listen again. Make notes about what the students say.

S Discuss these questions. a How do the students differ in their points of view? b Who do you think put forward the most convincing arguments? Why? 21

Reading &

Part 2

Use of English 1 Discuss t hese questions . a What do you think is the purpose of the building sho -,., belo' ,-? b What kinds of buildings do you think we might liye :_;1 ~ o--e ~.J.re? 2 Read the text below, ignoring the missing words_ Find 0 in 1 above was correct.

- ether your prediction

Can the Earth keep up with human consumption? The long-term consequences of rising consumption have already been demonstrated empirically. In an experiment in sustainability, four intrepid 'bioneers' were sealed in Biosphere 2, a massive airtight structure covering 1.25 hectares of the Arizona desert. . tJ",~.

After two years, the occupants quit (0)

to the

inability of the ecosystems to sustain human life, and returned to Biosphere 1: Earth. The experiment clearly shows that 1.25 hectares provide from enough resources for four people.

(1)

The average Briton requires about five hectares to support their lifestyle, a North American twice that, whereas the average Mexican gets (2)

on less than half the UK level.

The problem is that we only have so (3)

land

to share out. The planet's 10 bill ion hectares sound a lot

(4)

one considers the size of the population and

the fact that it is going to rise. By 2050, space per global citizen will have reduced to one hectare. More nations will be approaching US consumption levels in years to (5)

and previous data suggests that at least

four additional Earths will be needed to sustain (6) ......... ....... . . . .............. ............. ....... a level. (7)

the inhabitants of Biosphere 2, when

Biosphere 1 fails, we will have (8)

else to go.

Exam practice

I I

Tip The words before and after each space give valuable clues about the type of word missing. Try saying each gapped sentence in your head to help you decide what type of word is missing.

L.....

_

3 Look at these suggestions for words to complete gaps 1-8 in are correct? Correct the ones that are wrong. 1 more 2 away

3 little

4 if 5 come

6 many 7 like 8 nowhere 22

e text. Which ones

Grammar Future forms

See notes page 150

4 Find five examples of future forms in the text on page 22. Match them to a-d.

a predictions or statements of fact about the future based on past experience or knowledge b a process that we think will have begun at a particular time in the future c a process that we think will be completed by a particular time in the future d a prediction based on current evidence 5 Choose the correct structure in italics to complete a-f. a Excuse me. Could you tell me what time the wildlife centre opens / shall open? b Nuclear waste will continue / is continuing to damage the environment for many years. c We'd better cancel our end-of-term picnic. They say it rains / 's going to rain tomorrow. d I'm afraid I'm busy this afternoon - I will go / 'm going to an exhibition of wildlife photography with my colleagues. e I've sold my car because I 'm going to start / 'll start cycling to work from now on. f There are so many empty bottles that I think I '11 take / 'm taking them to be recycled. 6 Complete sentences a-f with a suitable future form, using the words in brackets. a A hundred years from now, we that we're causing today. (try) b

to fix the damage to our environment

of flying to Spain, but I decided to go by train instead. (think)

c The government has announced that the nuclear power plant d By 2050, space per global citizen . .

(close)

to one hectare. (fall)

e By the time we realize the damage we're causing, we ........................ . ... . . . . . . . ..... . the world for too long. (already/pollute) f I'm . . . ..................... . . . . . . . . ... . . . . . solar panels on the roof next year. (install) Tenses in future time clauses

...:So o ::l 3 (I)

.... ::l

c We will only recognize the problems when resources are running out. 8 What is the difference in usage between the phrases in italics in the TV news

item below? The Prime Minister's plane is about to land in Zurich. He is due to address the conference on Environmental Protection tomorrow where he is to deliver a warning that much more needs to be done to protect the environment. 9 Complete the missing words in the future phrases in a-g. a Ted is s .

to succeed in his aims if he works hard enough.

c The Green Party is b following in this country. d I think we're u e Wind farms are c f There's I g We'd better hurry i

... (I)

b When you've read the report, please tell me what you think.

b Aren't you ready yet? Everyone is all s

s::

::l

7 Which present tense is used in a-c? Explain the effect of each form. a Once Biosphere 1 fails, we won't have anywhere to go.

Future phrases

o

to depart.

to win some seats in the next election. It has quite a to achieve our aim of cutting emissions by 50%.

to be a controversial issue over the next few years. to be a storm tonight. Look at those dark clouds! we're to get to the lecture in time.

10 Now use the future phrases from 9 in sentences of your own. 11 Write a short TV news item like the one in 8 about something you expect to happen in your country.

23

e ......-. . .

.&.a.

~"'-

Part 6

Use of Englis 1 Look at a-d, which are periods of geological time. "ruch refers l44 million years a(1o~ 590 million years ago?

£0:

0.01 million years ago

248 million years ago?

a Cretaceous (first flowering plants; the extinction of dinosa_"'"S ' qos:ts of chalk) b Cambrian (the explosion of many forms of im'ertebra e

' ~e)

c Jurassic (evidence of many large dinosaurs and the fu . ' - ' ) d Holoscene (evidence of human development; extinction o~

.:-e wammals)

2 Read the text below, ignoring gaps 1-7 for the missing para2Taphs and the words in italics. What is the text about?

Geologists press for recognition of Earth-changing 'huma epoc These are epoch-making times, literally. There is now "compelling

The Anthropocene Working Group 0' :-E -:e arional

...c

evidence", accordi ng to an influential group of geologists, that

Commission on Stratigraphy, which is t e ~. c arged wit h

humans have had such an impact on the planet that we are

formally designating geological time per ods

E

entering a dramatic new phase of geological time.

month to discuss evidence fo r the planet ha 'n crossed into a new

Cl)

c

o

D

~

">c Cl)

e

Londo n last

geological epoch.

Now, the scientists are pushing for the new epoch to be officially

~

:::I

recognised as what they call the Anthropocene. 'We don't know

o

Putting humans at th e centre of our plane- sa ' ty represents

what is goi ng to happen in the Anthropocene: says geographer

a paradigm shift in the way geologisrs usua

[h r

of our species

Professor Erie Ellis of the University of Maryland. 'But we need to

- as a mere blip on the long timescale of Eart . Bu: - ere have been

think differently and globally, to take ownership of the planet.'

seven epochs since the dinosaurs died out around 65 million years ago.

tJ Geologists predict that our geological footprint will be visible, for example, in radioactive material from the atomic bomb tests, plastic pollution, increased carbon dioxide levels and human-induced mass extinction. 'Geologists and ecologists are

Now, however, the effect on the climate and our fellow species is having a global impact. 'The fossil reco rd will reveal a massive loss of plant and animal species, and also th e scale of invasive species

already using the term "Anthropocene'; so it makes sense to have

- how we've distributed animals and plants across the globe: says

an accepted definition: says geologist Or Jan Zalasiewicz of the

Zalasiewicz. The working group still has some more evidence to

University of Leicester.

gather before it presents its findings to the stratigraphy committee, 'and then the real battle will commence: he says. 'These are slow, nit-picky debates, fraught with acrimony and issues of natio nalism.'

In the past, geological changes on a scale big enough to merit a new epoch have been the result of events such as the eruption of a supervolcano or a catastrophic meteor strike - things a lawyer might describe as acts of God.

But others feel that the new epoch is upon us and we should come to terms with its implications for the planet. 'We broke it, we

11

bought it, we own it: Ellis says. 'Now we've got to take responsibility for it.' From The Guardian

24

Exam practice

Tip The paragraph may link with words or information that come before or after the paragraph in the text.

J

3 Now read the missing paragraphs and, using the words in italics to help you, try to decide where the paragraphs belong in the text. Choose from the paragraphs A-H the one which fits each gap (1-7). There is one extra paragraph which you do not need to use.

Missing paragraphs A And the last time we passed a geological boundary, entering the Holocene around 12,000 years ago at the end of the last ice age, we were an insignificant species, just one of a couple of hominids struggling to survive in a world where so many of our cousins, like Homo erectus, had failed to make it. B And there is plenty of geological proof to consider, for example, industrial-scale mining, damming, deforestation and agriculture, as well as the concentration of carbon in the atmosphere and nitrates in the oceans. Even the presence of the first human-produced chemicals like PCBs, radioactive fallout and the humble plastic bag could be measured millions of years hence. C There is some friction because some members are very cautious

and think it's premature to define the Anthropocene, because the Holocene has only been around for a short period in geological terms . Other epochs have lasted millions of years. D Millions ofyears from now, these experts say, alien geologists would be able to make out a human-influenced stripe in the accumulated layers of rock, in the same way that we can see the imprint of dinosaurs in the Jurassic, or the explosion of life that marks the Cambrian.

Text analysis

E But this is not just a question of everyone agreeing unanimously on an epithet. Formal recognition of the

epoch could have wider significance beyond the geology community. By officially stating that human actions are having an effect on the make-up of the Earth, it may have an impact on, say, the law of the sea or on people's behaviour.

c j

;:;: I\)

C

.,

C

F However, the end of the Jurassic period did not witness any major extinction event. The start and end of the period are defined by carefully selected locations, rather than specific dates.

~ j

.,!:. c j

G The term for the new epoch was conceived in 2002 by

3

.. ~

Nobellaureate Paul Crutzen. It means 'the Age of Man', recognizing the ascent of our species to a geophysical force on a par with Earth-shattering asteroids and planetcloaking volcanoes.

j

H But nowadays, it is humans, not ecological disasters, that

have become the determiningfactor. We are the guiding, controlling species - and many of our changes will leave a permanent mark in the rocks.

4 Work through a-j, referring to the text (i-viii) and missing paragraphs (A-H). a Why is the term compelling evidence in quotation marks? (i) b What does the expression charged with mean? (v) c Explain in your own words the expressions a paradigm shift and a mere blip . (vi) d Find expressions which mean: in a petty manner; full of bitterness. (vii) e Why do you think the writer refers to hominids as an insignificant species? (A) f What does the writer mean by the word epithet? (E) g What does the writer mean by the expression on a par with? (G) h Find two idiomatic compound adjectives the writer uses to make his point. (G) Why does the writer refer to the plastic bag as humble? (B) Find a word which means: from this time on. (B)

25

Vocabulary o

5 Complete a-j with an adjective from the list. lore

:er may be possible,

influential compelling accepted catastrophi;: geological determining permanent accumul 'e'

a Geologists study .

layers of r

b Climate change played a(n) . . c A(n)

meteor strike could ha\'e a

d There is evidence to suggest that e 0' melting of the Earth's glaciers. e The Anthropocene is now a (n) society nowadays.

f Thanks to modern technology, we are living in a ::) g The overuse of plastic can do

d us .

damaae

his field.

h The scientist is extremely well known and a(n) Humans are now the . . . . . . . . . . . . . . . . . . . . ................. .. A(n) ..................................................... survey revealed the importance o~~" _" e '- : Prepositions

an times. 2 and 25 . What

6 Here is a list of words and phrases taken fro m the text 0 prepositions were used with each one? according impact push a par charged fraughr term(s) implications responsibility defined sh~'T

...c

7 Complete sentences a- e with appropriate prepositions,

Qj

a The judge pronounced that the landfill company had delllo;:;s::-a-ee a ca\'alier disregard regulations and that the damage '- - , ~..: environment was substantial.

E

c

...0 •S;

b The government needs to commit . . . . ..... . .... . . ... . . ........... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . corporations who are . . . national green policies.

c

Qj

...::s 0

impo- ' -~

:

brea'

the

er 5ai mons local and

c Congress has approved the establishment a ~ -aili~ \ iJdlife law . . ... . .... . . . ... . . . . . . . . . . . . . . . . . accordance its international co ..., '::;::ems. d As the government embarks . . . its plans, emironmen ' ts are asking if economic growth really is compatible emironme, al pre ervation.

c-.. :t:

c ::s

e Many of us are resigned the fact that we are cOffi;:>letely ubservient ......................... . ... . . . . . . . . . . . . . . . fossil fuels despite the fact that this impinaes the natural world. 8 Look back at the text on pages 24 and 25. What is the most common preposition? Can you see any patterns in how it is used? 9 Use the words below to make sentences of your own. How many can you use together to make one, long coherent sentence? the amount of the emergence of all manner of the centre of (ac) che end of in terms of the importance of areas of chance of phase of parrem(s) of de tails of

Compound adjectives 10 Decide what compound adjectives could be used for these paraphrases. a inhabited by many people

e having a huge effect on

b not modern

f forgetful

c not having a closed mind

g extremely impressive

d attractive / visually appealing

h appealing to the taste buds

11 Use the words below to form compound adjectives. eye

awe

kind

mouth

mind

long far

loud

ready

money

Your views 12 Who do you think should take responsibility for what happens to our planet? Why?

26

Listening

Part 2

1 Which of these statements about wolves are true? a They are carnivorous but will eat berries and insects. b Wolves live in packs of more than twenty. c They have thick coats consisting of three layers. d They howl more in the twilight hours. 2 You are going to hear wolf expert Shaun Ellis talking about his experience of living with wolves. First, read through questions 1-9 and decide what parts of speech or type of information might be needed.

As a young child, Shaun's knowledge of wolves came from In his twenties, Shaun became a

1

1

III in the USA.

Shaun's colleagues considered his method of studying wolves extremely

D. 1

11 for them.

After his initial encounter with wolves, Shaun developed 1

El.

Shaun and the wolves lived mainly on a diet of l Shaun felt no desire for

11.

DI during his time with the wolves.

1

1------'B- position.

C :l

One day an incident involving food made Shaun aware that he was in a very r On one occasion, a wolf protected Shaun and the pack from a l After leaving the wolves, Shaun experienced a massive

;:;:

II.

1

I\)

D.

o C

"'I

(1)

- - - - - Tip - - The missing words you need for the answers may be in a different context from the wording in the questions. Do not paraphrase the information.

:l

<

Exam practice 3

"'I

o

:l

~~

1·08 For questions 1-9, listen and complete the sentences with a word or short phrase.

3

(1)

....

:l

4 With a partner, discuss your reactions to Shaun Ellis's experiences.

Vocabulary Collocations

5 Match the adjectives in list A with the nouns in list B to form collocations. More than one answer may be correct. All the adjectives appear in the listening. Example: innate: innate fear, innate behaviour A: innate

rugged

B: appearance

Animal expressions

fear

remote beast

gaunt

strict savage

behaviour

ruthless

landscape

nature

balanced spot

trustworthy

hierarchy

diet

6 Complete a- e with a word from the list below in its correct form . There are two words you do not need. Then explain what the expressions mean. fish

chicken

lion

snail

rat fly

wolf

a Colin's salary isn't great but it's enough to keep the

from the door.

b I felt a bit like a out of water when I went on the protest march to ban traffic from the city centre. Everyone else seemed so intense and committed. c Although this project's beginning to get off the ground, things are still moving at a .......... ........ .............. . . ... . ............. 's pace. d I'd decided to do some volunteer work on a conservation project in the jungle but at the last minute I out and decided to do something nearer to home. e I'd love to be a ...... . . . ..... . . . . ..... .......... .... .... . on the wall when governments have those conferences about the environment.

27

Speaking

Part 2

B

A

o

C Campaign - improving the envi ronment

1 Your local council is conducting a survey on the local environment. Complete the survey for the area where you live, then discuss your answers with a partner. Help us to help you! Te ll us what you think ofyour area .

....c

poor

~

E c or..

litter

c:

public transport

r..

road safety

OK

not bad

I

good

excellent

air quality

':;:

~

I

::s o

.. .....

noise levels

C\I

green spaces

.... 'c::s

Analysing the task

2 oC 1·09 In the first phase of Part 2, you and your partner will have one minute to answer a question about some of the photos that you are shown. Listen to two students doing the first phase of this part of the test using some of the photos. Answer questions a- c. a Which photos are the students asked to talk about? b What does the examiner ask the students to do? c Do you think the students do the task well? Why? /Why not? 3 Listen again and note the expressions the speakers use to make generalizations and exceptions.

Exam practice Tip Take up the opportunity to show what you can do but don't forget to give your partner an opportunity to speak, too.

4 Now look again at the two photos that the speakers in 2 talked about. With a partner, discuss how common these situations are in your country. Try to use some of the expressions from 3. 5 oC » 1·10 In the second phase of Part 2, you will be asked to do a task using all the photos. Listen and make a note of what you have to do in this phase of the task. 6 Now work with a partner and do the task. You have about three minutes to do this phase of Part 2.

Suggesting alternatives

28

7 In the second phase of Part 2, you might be asked to suggest alternatives. With a partner, suggest two other aspects of your local environment that could be improved. Suggest two images for the leaflet to illustrate your ideas.

Writing

Part 1

Understanding the task

1 Read the exam question and answer questions a- f. Read the two texts below. Write an essay summarizing and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in your answer. Write your answer in 240-280 words. a Is it okay to take ideas from the two texts? b What two things should you do with the ideas from the texts? c Is it okay to just use one text? d Should you give a personal opinion on points in the texts? e Is it okay to use the exact wording of the texts? f Should you include all the details from the texts?

Text analysis

2 Read the texts. There are two main points in each. What are they?

Live long and prosper The announcement by Aubrey de Grey that the first person to reach the age of 1,000 is certainly alive today was instantly shot down by numerous scholars. Undoubtedly, people in the developed world are living longer, but are the dreams of living forever that have been a mainstay of popular culture and science fiction now becoming fact? Only a couple of decades ago, postponing aging would have been seen as a wacky idea. Yet some now argue that, far from being a mere fantasy, the notion that humanity could one day hold the key to eternity is actually a distinct possibility.

Out-living the world In an overpopulated and under-resourced world, who in their right mind would choose to throw immortality into the mix? Whilst anti-aging crusaders strive to pursue longevity, there are growing numbers of people seeking to ban research into unnaturally prolonging life. In the face of the strain our society is already placed under from a growing population, there is a vast array of ethical, moral and ecological grounds on which to oppose such research. The finite nature of humanity should be seen as a blessing not a challenge to overcome, lest we risk playing god in our own world.

3 Read the sample essay and answer questions a-c. a Has the writer dealt with all the main ideas in the texts? b Which views from the text does the writer agree or disagree with? c Underline parts in each paragraph that paraphrase ideas in the text.

Some people believe that the ability to fulfil the long-held human

then - ethically, morally or ecologically - that while so many

desire to live forever, or at least for a lot longer than we currently

people around the world struggle to live from day to day, others

do, is now very likely within our reach. But should we even be

are pouring resources into their quest to prolong their lives

considering trying to extend our life expectancy in a world whose

indefinitely? All creatures, whether man or beast, face the certainty

resources are already overstretched?

of death, and this is not a battle mankind should choose to fight.

It is said that there are people in existence today whose lives

Instead, we should be focusing our energies on tackling existing

could potentially span a thousand years, or even be prolonged

problems like global poverty and global warming, and be trying to

for eternity. Personally, I do not subscribe to this claim and I

improve the standard of living for everyone, rather than trying to

think that the idea should remain where it belongs - firmly in the

change the course of nature.

realms of fantasy. Otherwise, I fear that we will suffer damaging consequences. It is blatantly obvious that our planet is already struggling to bear the current burden of human existence. So, is it right

In conclusion, whilst death is a fact that some people are loathe to accept, it is nevertheless an inevitable consequence of life. In short, we are born to die, and we should be looking to preserve our fragile planet - not pressurizing it to breaking point.

29

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Paraphrasing

4 Tick the elements which can be changed when paraphrasing. word order vocabulary

spelling meaning

punctuation grammar

5 Read the sentence below and the three paraphrases a-c. Which one do you think is the best paraphrase? Why? Every country must make a commitment to population stabilization and resource conservation, allowing us to meet the challenges of sustainable deve lopment.

a It is of paramount importance that we address the issue of rising population and the exploitation of natural resources to enable us to take sustainable development by the horns. b For sustainable development to work, it is imperative that nations control population numbers and safeguard their natural resources. c Every country should make a commitment to population stabilization and resource conservation, allowing us to meet the problems of sustainable development. 6 Paraphrase sentences a-e. a As we exploit nature to meet present needs, we are desrroying resources for the future. b Climate change can largely be put down to changes in the Sun's activity. c For the first time since the dinosaurs disappeared, humans are driving animals and plants to extinction faster than new species can evolve. d If we have unabated man-made climate change, we ",ill go through an absolutely awful period of conflict and migration, until the world's population starts diminishing very rapidly.

.. c

Q)

e Generating electricity by nuclear reactors does not produce carbon dioxide, the principal greenhouse gas causing global warming and climate change.

E c oloo

':;

7 Use your paraphrases from 6, saying whether you agree or disagree with each view a-e.

C Q) loo

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Exam practice Tip Remember that there are always two main ideas in each text. Read each text through quickly before you identify these.

8 Follow these stages to write your essay: read, t hink, plan, write and then check. Read the two texts below. Write an essay summarizing and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in your answer. Write your answer in 240- 280 words ,

Ban the zoo There is always the risk that those visiting zoos will get the idea that it is acceptable to use these places for their own educational gain without considering how this might impinge on the animals' freedom and quality of life. Whatever the good intentions of zookeepers, animals in zoos do suffer, being confined to unnaturally small spaces behind bars where psychological distress and physical pain is the norm. This cruelty exists under the guise of education, despite there being not a scrap of evidence for any educational benefit. How can it be that a visitor can learn anything about animals in such an artificial environment?

30


The necessity of zoos Zoos exist to protect species that are struggling in the wild and on the verge of becoming extinct. Increasingly, animals are taken into capti\ity as they are under threat if they stay in their natural habitat. If human factors have made a species' own habitat a threatening environment, we are morally obliged to intervene. Added to this is the need for zoos to benefit the scientific community: they provide us with an opportunity to study these animals at first hand in a way that is virtually impossible in the wild.

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Introduction 1 Look at the image above. Choose two elements that you think best represent the idea of culture. Discuss your choice. Use some of the words from the list below. inseparable from rooted in linked to convey symbolize depict the essence of indicative of at the core of highbrow lowbrow evocative nostalgic cultural identity customs traditions 2 04 I» 1·11 Listen to three people answering the question

'What does culture mean to you?'. For each speaker (1-3), decide which two statements (a- f) best represent their interpretation of culture. Speaker 1: ..

and

Speaker 2: . .

and

Speaker 3:

and

a Culture exists where there are defined groups of likeminded people but it could exist in a more general sense. b Culture is what other people teach you it is.

c Culture is what cements society and makes people different from others. d Culture is how people in a particular place live their everyday lives with their families. e Culture is a very broad concept and covers many different aspects of life. f Culture is absorbed during childhood. 3 Which speaker do you identify with most? Why?

4 Discuss these quotes. a A people without the knowledge of their past history, origin and culture is like a tree without roots. (Marcus Garvey)

b You don't have to burn books to destroy a culture. Just get people to stop reading them. (Ray Bradbury) c We can learn more about a culture from its art than its

literature. d The arts of our time aren't hanging in the 'high art' galleries. (Ellen Dissanayake) 31

Listening

Part 3

1 Look at the painting and discuss these questions. a Which of these adjectives would you use to describe the painting? timeless

contemporary

innovative

startling

arresting

compelling

b Who do you think the characters are and what might the relationships between them be?

Exam practice 2

~ ~ 1·12 You will hear a group of art history students going round an art gallery with their teacher. For questions 1-5, choose the answer CA, B, C or D) which fits best according to what you hear.

1 Burne-Jones believed that a painting A ought to be true to nature. B must have a clear moral point. C should play an instructive role in a modern industrial society. D need not have any practical value. 2 It appears that the story of the King and the Beggar Maid was A a well-known Victorian tale. B popularized by a poet. e brought to the artist's attention by his wife. D taken up by novelists at a later stage. 3 According to the student, how did the painter approach the work? A He wanted to portray the beggar very realistically. B He copied parts of the painting from an Italian masterpiece. e He had certain items in the painting made for him. D He wanted to decorate the clothing with jewels.

::: c

4 The student thinks that in some way the painting depicts A an uncharacteristically personal message. B the great sadness of the artist. e the artist's inability to return the girl's love. D the fulfilment of the artist's hopes and dreams.

::J

Tip Don't try to guess what the answers might be. Listen carefully for clues which will lead you to the right answer. Your views

5 What was people's reaction to the painting? A They recognized Frances Graham as the model for the Beggar Maid. B They realized how personal the painting was for the artist. e They interpreted the painting without difficulty. D They did not approve of the subj ect matter of the painting. 3 Discuss questions a-e. a What are your personal reactions to the painting above? b How relevant do you think this kind of painting is today? c What kinds of paintings, pictures or photographs do you have at home? d Many artists only become famous after they are dead. Why do yo u think this happens? e Why do you think people are prepared to pay so much money for some paintings?

32

Reading &

Part 3

Use of English 1 Read the text below quickly, ignoring the gaps. Then answer questions a-d. a What was the initial appraisal of Dickens's ability as a writer? b What was his enormous success attributed to? c Who are the most popular novelists in your country? Why? d What does unprecedented mean?

Dickens and his world It was with the circulation of Pick wick Papers in 1836 that young Dickens began to enjoy a truly (O) ,!-",pr'~'c!'",~c!

ascent into the favour of the British reading public. He magnificently (1) . .

PRECEDENT,PROVE

a theory that his fame would disappear just as quickly as it had come. He remained until his death 34 years later (2) .

. the most popular novelist the English-speaking world had ever known.

DENY

The public displayed an insatiable appetite for his works, and there was also a great diffusion of them through (3)

dramatic adaptations (nearly all completely (4)

.... , the copyright

NUMBER, AUTHORITY

laws being much weaker in those days). His immense popularity was based on the widespread perception of him as a great champion of the poor and the (5) .

. ........ against all forms of (6)

life, however, he was (7)

.... and abuse of power. In his personal

of achieving the level of fulfilment he enjoyed with the public, and

all his close emotional relationships with women (8) ....

. . .................. ended in failure. Yet, he created an

POSSESS, JUST CAPACITY VARY

extraordinary range and variety of female characters who live on in our minds and culture unlike any others created by Victorian novelists.

Exam practice Tip - - - - · Make sure that you read the sentences through to the end to check that your choices fit in with the overall sense.

2 For questions 1-8, use the word given in capitals at the end of some of the lines to form a word that fits the space in the same line. Unlike in the exam, this exercise focuses on one specific area: word formation with negative prefixes.

Vocabulary Negative prefixes

3 Match the prefixes in list A to the adjectives in list B. Then decide what each one means. A: dis

im

il

in

ir

mis

non-

un

B: plausible coherent enthusiastic agreeable logical violent reverent moral modest literate biased understood relevant auspicious

4 Try to think of a noun that collocates with each of your answers in 3. Example: precedent - an unprecedented success 5 What do you notice about the words that come after the negative prefixes il- and ir-? And after im-?

33

Reading &

Part 7

Use of English 1 ~ )>> 1.13 Listen to four people explaining how the way they speak English affects their lives. Has their ~"'Perience been positive or negative? Why/Why not?

2 Discuss questions a-c. a Which accent in 1 did yo ;",d -,:e eas'es most difficult to understand? b Why do some languages beco;::;le ;nore' , :despread than others? c What motivates people to !eru

a;:

0" er ammaae?

3 Quickly read the extract from a reTIel ' of a book about the English language on page 35. Decide what main point the :rirer of The Last Lingua Franca is making, according to the review.

Exam practice -

Tip

Don't just match words in the question with words in the text. Think carefully about the meaning of the words in both the question and the text.

J

4 Read the text again. For questions 1- 10. moo e from the sections A-E. The sections may be chosen more than once. In which section are the follo\\ina;:;:re;} o-eC - the view that the global influence o~ a la.:::",C!a"e is noiliing new - a return to the global use of not one :..' ~a- __ a.'guages - explanations as to what mori\'a es ~;l.e: ,earn another language - the view that a language is often po 'e '-. a es 0' er than its country of origin - an appreciation of a unique and co rrm English language

_'

- 'e o;} the role of the

eC to their own - a query about the extent to which peo;>,e are afirst language - an optimistic view about the lon a - e~ - ~e 0': '..e U gash language

...

('I)

'c::s

the hostility felt by those forced

to ,ea!

''..e!" .Eguage

-

- a derogatory comment about the Ena . - a shared view about the ultimate demise o':~.: " , Text analysis

u~e

future

5 Work through a-I, referring to paragraphs _-\- E in the text.

a Which phrase implies that there is no co::cre:e e - 'e-ce

0

suppOrt a fact? CA)

b Which verb is used to convey a lack of re5?=G ':0:- 50~ethina? CA) c Which noun could be followed by the i

~ ~o

d Find a metaphorical reference about :"e "-?Cl

':"e _ e'? CA) 0

"Enalish today, CA)

e Which clause is used to clarify a term or re:"e!"e::ce? ' B) f Which phrase implies that something 'as

- : 'ahly regarded? CB)

g Where is alliteration used in the te:X"T? ,"'":-

'ght the writer have used this? CC)

h Which two adjectives emphasize the ega"';"e as;>ects of a high-profile lingua franca? CC) Which two words and phrase does j What does the word burden refer o?

e Ti:er use as cohesive reference devices? CD) ~'1e

63)

k What does the writer mean by his refere ,ce to a state of Babel? (line 68) Find an example of understatemen ' , -: a- does the writer really mean by it? CE)

34

The Last Lingua Franca by Nicholas Ostler Deborah Cameron predicts an uncertain future for English originally spread by

The Emperor Charles V is supposed to have remarked in the 16th century that he spoke Latin with God, Italian with musicians,

5

45

Spanish with his troops, German with lackeys, French with ladies

missionaries, its influence

and English with his horse. In most books about English, the joke

no longer depends on

would be turned on Charles, used to preface the observation

coercion. Because of this,

that the language he dismissed as uncultivated is now a colossus bestriding the world. Nicholas Ostler, however, quotes it to

10

the argument runs, it will 50

make the point that no language's triumph is permanent and

predecessors. But Ostler thinks this argument

and fall, and English, Ostler contends, will be no exception.

underplays both the

mean 'used on every inhabited continent'. But in the smaller

social costs of maintaining 55

in South America), few retain their old status. 65

To understand why the mighty fall, Ostler suggests we must

iii

Ostler believes that we will soon be able to do that. English, he

ID

suggests, will be the last lingua franca. As Anglo-American

III ID

these are conquest, commerce and conversion. Conquered or

see a technologically-enabled return to a state of Babe!. Thanks to

subordinated peoples learn (or are obliged to learn) the languages

n c: ;:;

...c:~

in whatever language they choose, and the world will understand'. Here it might be objected that Ostler's argument depends on

to permanent attachment. The learned language is not valued

on the supposed primeval bond between speakers and their mother tongues, which some would say is largely an invention

from it, and only for as long as those benefits outweigh the 75

of 19th -century European nationalism. But even if he is wrong to predict the return of Babe!. I do not think he is wrong to

lingua francas. Old empires break up and their lingua francas

argue that English's position as the premier medium of global

are abandoned, while the spread of a new religion may advance

exchange will not be maintained for ever. In the future, as in the

a language or conversely weaken it. And always there is the

past, linguistic landscapes can be expected to change in line with

resentment generated by dependence on a language which has to 80

political and economic realities. The Last Lingua Franca is not the easiest of reads: Ostler does not have the popularizer's gift

to schooling. Prestigious lingua francas are socially divisive, and

for uncluttered storytelling, and is apt to pile up details without

therefore unstable.

much regard for what the non-specialist either needs to know o r

English in the global age is often portrayed as an exceptional fro m previous lingua francas in two important ways: first, it

~

Qo

an unrealistic techno-optimism, and puts too much emphasis

for its own sake, but only for the benefits that are seen to flow

case. Writers who take this view point out that English differs

c:

advances in computer translation, 'everyone will speak and write 70

religion. But these ways of recruiting speakers are not conducive

be learned, and therefore favours elites over those without access

:::s

hegemony withers, the influence of English will decline; but what succeeds it will not be any other single language. Rather we will

access to markets; converts adopt the languages of their new

40

without the compromise, we would gladly lay our burden down.

look to the factors that enabled them to rise: most commonly

costs. When new conquerors arrive, their subjects switch to new

:::s ;:;

exchange for various rewards; but if the rewards could be had

outside their original homelands (as with Spanish and Portuguese

of their overlords; traders acquire the languages that give them

c:

tongues. For millennia we have been willing to compromise our linguistic loyalties in

are spoken natively. Though at the height of their power some

35

a lingua franca (it is

people have to their native 60

acquired - and have kept - large numbers of native speakers

30

NICHOLAS OSTLER

deep, enduring loyalty

Modern lingua francas include French, German, Latin, Portuguese, Russian and Spanish. Yet these once-mighty languages are now

25

English Until the Return ofBabel

universally loved) and the

languages had similar functions and enjoyed comparable prestige.

largely confined to those territo ries where their modern forms

THE LAST LINGUA FRANCA

not true that English is

and less densely interconnected world of the past, many other

20

not suffer t he fate of its

unassailable. Like empires (and often with them), languages rise

English is the first truly global lingua franca, if by 'global' we

15

conquest, commerce and

is capable of retaining. What he does offer, however, is a much85

needed challenge to conventional wisdom: informative, thoughtprovoking and refreshingly free from anglocentric cliches.

has no serious competition, and second, although it was From The Guardian Review section

35

Vocabulary Style Prefixes

6 Choose one of the paragraphs in the text to read again and find examples of formal language. Think of less formal words to replace them. 7 Match the prefixes in list A to the words below in list B. The words appear with or without a prefix in the text. There may be more than one answer. A: un-

im-

inter-

dis-

under-

in-

over-

B: cultivated

stable

assailable permanent inhabited connected realistic cluttered apt conventional play

Grammar Focus and emphasis

See notes page 151

8 Look at these two sentences from the text on page 35. Underline the parts of each sentence that the writer is emphasizing. What structures does the writer use to do this? a As Anglo-American hegemony withers, the influence of English will decline; but what succeeds it will not be any other single language. b What he does offel~ however, is a much-needed challenge to conven tional wisdom: informative, thought-provoking and refreshingly free from anglocentric cliches.

9 Now rewrite the two sentences in 8 without any emphasis. 10 Choose the best option in italics to complete sentences a- j. Cl)

a All / It / What is the writer's style that critics have always admired.

~

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~

b It / That / What I have always admired is composers who can perform their own work well.

:::I (J

ca

c All / All what / What I bought at the museum was a book of postcards; I couldn't afford anything else.

Cl)

Cl ctJ :::I Cl

d He has an unusual job. What he does is arrange / arranges / arranging fight scenes in films and plays.

c .!!

e I don't like ballet; neither my friends / do my frien ds / my friends do .

C'?

f Seldom I have seen / have I seen / have seen I such a great performance by a film actor.

!::

c

g Never once my literary agent managed / did my literary agent manage / my literary agent did manage to negotiate a reasonable contract for me.

:::I

h In Italy only / In only Italy / Only in Italy can you see the greatest opera performances. I don't like romantic comedies. However, I like / I do like / what I do like is a good police drama. It's not the hard work I do mind / what I mind / I mind - it's the constant pressure of worrying whether the novel will sell. 11 Rewrite sentences a-h to emphasize the information in italics . There may be more than one correct answer for each sentence. a His style of acting really irritates me. b My friends said that I needed a better TV. c The bad reviews put us off seeing the play. d He hardly ever reads a book because he works all the time. e He knew he'd never be able to afford a ticket to the concert, so he watched it on TV. f She doesn't like novels but she likes autobiographies. g She says that the programme she saw on TV last night upset her. h We were late for the play, but not because the train drivers were on strike.

36

12 Complete sentences a-d with your own ideas. Then, use emphatic structures to tell a partner how you feel. a . . . . . . ...... . . . . . . . . . . . . . . . .... . ... . . . . . ....... ... . ... ..... . . ... . ...... ..... ... really upsets me.

b I can't understand

c I

.... . . ....................................... . .... .... . . ......................................... more than anything else.

d I'm happiest when .... . .. . ... . . .. . . . . . .......................... ... . .. . . ... . ... . ... . .... . . . . . . . . . Emphasis in speech 13

~ )>> 1·14 In speech, we can also use stress to emphasize certain words in a sentence without changing the words or the order in which they are used. Listen to this sentence being said in six different ways. After each one, decide what the speaker's intended meaning is.

I have read most of Dickens' novels.

14 Work with a partner. Take it in turns to read out this sentence in six different ways and work out what your partner means. I have seen some of Edward Hopp er's paintings.

c ::s

;;

Co)

Using idioms for emphasis 15 Complete sentences a- j with an expression from the list.

why on earth way beyond no way by far well and truly ever such a lot not just any no wonder whatsoever

into the bargain

a Whether a book is written by a well-known author or not makes no difference ................. ... . . . . . . ... . .. . . . . . . . . . . . . . ... . ... . . . . ..... ... . . . . . . . . . . . to me. If it appeals to me, I'll read it. b There is . . . . . . . . . . . . . . . .. . . .... . ... . . . . . . . . . ... . . . . . . . ... . ... . . . . ... . . . . . . . . we can afford to go to that art exhibition in Paris. It would be too expensive. c Buying a first edition of a book is

. my budget.

d Dickens was a colourful character and a gifted writer . . . . . ..................... . . . . . ... ... . . . . . . .. .. . . . . . . . . . . ................ . . . . .... . e When I was younger I used to read . . . . . .... . . . . .......... . . . . . . . ... . .... . . . . . .... . . . . . . . . . ... . . . . . . . . .. . of detective stories. f It's English became so widespread. It was the first language in so many countries. g We got gallery in Madrid.

lost when we were looking for the modern art

h Spanish and Portuguese are . . ... . ... . ... . . . . . ... . ... . . ... ........ . . . . . . . . . . . . ............................... . the most popular languages in South America. This is .

..... old painting - it's a Picasso!

................... .... . . . . . . . . .... . . . . ................................. . ... ... . ... . . . . . . . did you drop out of the literature course? I thought it was fascinating.

37

Writing

Part 2, Review


1 Read the exam task and answer questions a-c.

A newspaper is running a special feature in its 'Books and Media' section about films and literature that might appeal to both men and women. You have been asked to write a review of a novel for this section. Write your review (280-320 words) explaining why the book might appeal to both male and female readers, and saying whether you would recommend it. a What main points would you need to cover to answer this question properly? b Think about the target readers for this review. Will they be literary specialists or general readers? Why will they be reading the review? What will the target readers expect to gain from reading it? c How formal or informal do you think the review should be? Text analysis

2 Read the review and answer a-d. a What is the main topic of each paragraph? b Where would you read a review like this? Explain why. c Explain in your own words what the expressions in italics in the text mean. d Identify ways in which the writer creates interest.

One Day Have you noticed them yet? There they are, all over the country,

Yet what has made it a publishing

on trains and in waiting rooms, in cafes and shopping centres, men and women hunched over a nove l with a distinctive orange

25

and white cover. There's a good chance they will be chuckling

the format, but the fact that it appeals

s helplessly, or quietly wiping away a tear. The book they are absorbed in is One Day by David Nicholls, the highest-selling

equally to both sexes. There is romance and

novel of the year and already translated into 31 languages. The story opens on July 1S, when Dexter and Emma meet

10

30

lures you in and the

separately or together, on the same date for the next 20 years

romance hits you. But

- hence the title. It proves to be a wonderfully effective device,

this is not a romantic

providing a series of vivid snapshots of a relationship. At the end

comedy; there is also 35

next, then suddenly a year has gone by and the situation has

about tragedy, grief and loss. As one critic has put it, th is is a

realism that makes them entirely credible. Dexter is charming and good-looking, but also lazy, arrogant, selfish and deceitful. Emma is more lovable - cleverer and more honest than Dexter, but

38

a dark side, a side

changed in ways that are often surprising but always believable. The two main characters are drawn with a warts-and-all

20

humour; the comedy

just as they are leaving university. The nove l revisits them, either

of each chapter the reader is left wondering what will happen

15

phenomenon is not

book for women that 40

DAVI)AUTHDR OfCHOLLS STARTER FOR TEN !~

'INCREDIBLY MOVING'

MARIAN KEYES

'AWONDERFUL WONDERFUL BOOK' THETIMES

makes men cry. This immensely popular book has already gone viral, as deeply

prone to stroppiness and self-doubt. Not a match made in heaven,

affected readers have been urging everyone they know to go out

then, but a clearly recognizab le will-they-won't-they relationship

and buy it. If you don't want to be the only person who hasn't

set in equally recognizable modern times.

read it, hurry.

Vocabulary Creating interest

3 Improve this extract from a book review. Replace the words and phrases in italics with more descriptive or dramatic adjectives. Compare your suggestions with the version ofthis text on page 163. 'Alex Sharp is a clever Cambridge graduate who works for a US research company based in Cairo. During one of his regular weekend visits to the bazaar, he comes across an old parchment in hieroglyphics which the stallholder says came from an old tomb. At some time in the past someone has tried to decipher the symbols and has written a translation in Arabic underneath. Alex is very interested in the parchment and buys it, determined to unravel its mysteries. As he does so, he begins to experience strange parallels between the events related in the parchment and his own life and work on genetic engineering. The novel takes us on an interesting journey between the old and new cities of Cairo. Alex is faced with difficult challenges and big decisions . We follow him on his journey which lurches from exhilarating breakthroughs to the horrible realization of the real message of the parchment.'

Exam practice


4 Follow stages 1-5 to write your review.

- - - , - - Tip Take advantage of the opportunity to describe characters and events vividly. Try to avoid being too formal and to involve the reader in the experience as much as possible.

An internet magazine is running a feature on 'Chasing away the winter blues'. You

have been invited to write a review about a 'feel good' book or film that you have enjoyed, to share with readers. Write your review (280-320 words), saying who you think the book or film would appeal to, and explaining why reading the book or seeing the film might cheer them up . Stage 1: Read Who are your target readers likely to be? What will they want to get out of your review? What have you been specifically asked to include? How formal or informal should the review be? Stage 2: Think Decide whether you will write about a book, a film or a film based on a book. What is special about it? In what ways does it fit the label of being 'feel good'? Who are the main characters? What is the basic story? What is special about the themes and settings? How successful is it? Who would it appeal to? Stage 3: Plan Make detailed notes about what to include in each paragraph, using the following outline if you wish: Introduction - try and grab the reader's attention The main characters The basic plot What gives the book its 'feel good' factor Your opinions and recommendations

Stage 4: Write Remember to keep the reader interested in your account of the book/film, but don't give away any unusual twists or surprises. Use present tenses to talk about elements of the plot and include elements of descriptive or dramatic language. Try to use structures that give emphasis and focus. Stage 5: Check Read through the review. Have you answered the question? Read it again, checking word count and accuracy.

39

Speaking

Part 3

1 Discuss questions a-d. a Are there any words from your language which are used in English? b Which language do you think the words below originate from: Arabic, German, Spanish, Italian or Hindi? zero shampoo balcony umbrella assassin guitar jungle mosquito kindergarten

hamburger

c Can you think of any English words which are used in your language? d Why do you think words are 'borrowed' from other languages? 2 Work in groups of three. Read the three long-turn tasks and brainstorm ideas for each of the prompts in the three tasks. How much easier is it to learn a language nowadays than it was in the past?

How has modern technology affected the way we communicate? - social life

- technology travel

What cultural misunderstandings can arise when someone lives and works in a foreign country?

education

- body language

work

- greetings

- learning techniques

- customs and habits 3

~ )>>

1·15 Listen to extracts of two students doing the tasks in 2 and complete a-h.

Expressions Student A makes to introduce examples supporting his points of view: a in

mm

technology ...

b As far as today's students c If you . . . . ............................. . . . . . . . . . . ... . . . . .. . . . ... . . ...... . . ... . ... . . . . . visual aids .. .

M

....

d And when it . . . . . . . . . . . ... ... .... . . . . . . . . . . . . ... . . . . . . . . . ... . . . . ... . . . . . . ... . . ... .. facilities .. .

:::s

Expressions Student B makes to give herself time to think:

'2

e Well,

I would say ...

f I suppose you . . . . . . . . . . ... . . . . .... . .... .................... . . . . . . . ........................ .... . . . - an enormous effect .. . g it's changed the way we arranae our social lives .. . h well, .

....... ...... . - meet up socially .. .

r - - - - - Tip - - -__ If you find you start a sentence but get stuck or can't finish it, try rephrasing what you were going to say and carry on.

Exploring the topic

Exam practice 4 Work in groups of three. You are going to practise a Part 3 task. Student A turn to page 163, Student B turn to page 164, Student C turn to page 165 and follow the instructions. Try to use some of the language in 3. 5 Discuss questions a-d. a If you learn a language, how important is it to also learn about the culture of the people who speak it? b How important do you think it is for tourisrs to be able to speak the local language? c Are there many different ways of speaking your language and is one of them the 'right' way? d What do you think is the best age to starr learnina another language? Why?

40

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Introduction 1 Divide these behaviours into three categories: positive, neutral and negative. a I always try to be as frank as possible. b I avoid conflict at all costs. c Sometimes I think one thing but say another. d I'm quite diplomatic. e I don't like making waves. f I'm not at all competitive. g I'm not terribly assertive.

3 Think of one relationship you have had in your life (family, school, work, etc.). Tell a partner about one positive and one negative aspect of that relationship using ideas from 1 and 2. 4 How many interpersonal relationships, including family, professional, social, etc., do you think one person can sustain at a time? Compare your ideas. 5

",» 1·16

Listen to anthropologist, Professor Robin Dunbar, talking about relationships and answer questions a-d.

j I can put up with just about anything!

a How many relationships does Dunbar suggest a person can sustain successfully? b Why is it not possible to sustain more than this number of relationships successfully?

k I tend to be quite antagonistic.

c What, according to Dunbar, are 'relationships'? Why?

h I make a lot of rash decisions. I'm always sensitive to other people's feelings.

2 Match these adjectives to the behaviours in 1. There may be more than one possible answer. hypocritical upfront tactful impetuous forceful non-confrontational cooperative tolerant passive pugnacious tactless timid sympathetic

d What is special about poets when it comes to relationships? 6 Do you think face-to-face relationships are better than relationships you form on the internet? Why?

41

Reading &

Part 6

Use of English 1 Discuss your reactions to this quotation. You will find as the children grow up that as a rule children are a bitter disappointmenttheir greatest object being to do precisely what their parents do not wish and have anxiously tried to prevent. (Queen Victoria)

2 Read through the main text below quickly, ignoring gaps 1-7 for the missing paragraphs. What has Lang Lang's relationship with his father been like?

Lang Lang, the virtuoso Chinese pianist

en

.S-

When Lang Lang was nine, his father told him to kill himself. Four years before, his father had decided that his only son should become the No 1 classical pianist in China. He gave up his job as a policeman and took his son to live in Beijing, leaving Lang Lang's mother behind, planning to get the child into the prestigious Central Conservatory of Music.

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en

D

c o

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Qj

...

Unbelievably, when Lang Lang's father heard the news, he demanded that the boy take his own life. 'It's really hard to talk about. My father went totally nuts; says Lang Lang quietly. 'He said: "You shouldn't live any more - everything is destroyed:" The father handed his son a bottle saying, 'Take these pills!' When Lang Lang ra n out on to the balcony to get away from him, his father screamed: 'Then jump off and die:

Now twenty-eight, Lang Lang has surpassed his father's ambition. The musician's recitals and concerts sell out in every major city in the world and he is the first Chinese pianist to be engaged by the Vienna and Berlin philharmonic orchestras. The pian ist is now based in New York and lives a rock-star lifestyle, but he began his career in a Beijing slum under a super-strict regime of practice overseen by his unforgiving father, Lang Guoren.

11 Lang Lang's parents are from Shenyang, an industrial city northeast of Beijing. They married at the end of the Cultural Revolution. Lang Lang says: 'People were starting to connect with the West, and the piano was becoming an important instrument. My mother had always wanted to be a musician and my father played in the air force orchestra before the budget was cut and he had to become a policeman. My parents bought our piano before I was born - it cost half their annual salary:

11

Lang Lang explains: 'My father quit his job as a policeman and off we went. My mother didn't come - she needed to earn money for us: In Beijing, Lang Lang's father had to be both mother and father. Lang Lang says: 'He didn't like to cook or do the laundry, because my mum had always done it. We couldn't do much, because we only had Mum's salary and had to pay for expensive piano lessons once a week, and if there was a competition, twice a week. It was really hard: Lang Lang's father does not understand English, but in the past, he has spoken about the way he pushed his son. He said: 'The way I see it is pressure always turns into motivation. Lang Lang is well aware that if he fails to be outstanding at playing the piano, he has nothing:

Indeed, the musician has always had as much faith in himself as his father has. But it was after Professor Angry had told Lang Lang some home truths, that the boy's relationship with his father hit an all-time low. But they did not return to Shenyang afterwards. 'For three months, I didn't touch the piano; says Lang Lang. 'We stayed in Beijing, I don't know why. Probably because having to go home would have resulted in shame for us:

So began nineteen months of intensive practice as father and son redoubled their attempts to get Lang Lang into the conservatory. Finally, when Lang Lang was ten, he was admitted on a full scholarship. He and his father remained in their slum until he was fifteen, when they left for America to continue his studies in Philadelphia.

a Does Lang Lang think he would have succeeded without his father? 'Yes, absolutely; he says emphatically. 'Over the years I have seen so many different cultures and different ways of bringing up kids. I believe that no matter how you train your kid, you need to give them love. Sometimes my father pushed me too much, but he loved me: From The Guardian

42

Exam practice

Tip For each gap, check each of the options in turn. Make sure that the one you choose fits both before and after the gap.

3 Read the text on page 42 again, then the missing paragraphs. Choose from paragraphs A-H the one which fits each gap (1-7) . There is one extra paragraph which you do not need to use.

Missing paragraphs A Then one day at school, his fellow students hectored Lang

Lang into playing some Mozart. He laughs: 'They asked me to play, and I said no, I don't play anymore. Then they just applauded and applauded. They gave me a score and forced me to play. I started and realized that I actually loved to play the piano. So I went home and told my father, "Find me another teacher, I'd like to play again.'" B The 'Lang Lang effect' is credited with inspiring China's forty million classical piano students and, in 2009, he was listed in Time Magazine's 100 Most Influential People in the World. His name, Lang Lang, has even become a trademark. CLang Lang says: 'When we came to America, my father could see that the American system was much more relaxed. At that time he said he still believed in the Chinese way. But as we met different musicians from different countries, his opinion changed. He is fifty-eight now and his personality has totally changed, he doesn't push me anymore. When I turned twenty-two, he let go.' D However, his teacher in Beijing, nicknamed Professor Angry by Lang Lang, had other ideas. 'Professor Angry didn't like me and she always gave me a hard time,' he remembers. 'One afternoon she said that I had no talent, that I shouldn't play the piano and I should go home. She basically fired me before I could even get into the conservatory! '

E Lang Lang explains: 'I started lessons when I was three

and a half. In the beginning I just played a little but, when I was five, I played my first recital, and from that point my parents had high hopes for me, especially my father.' F Born during China's one-child policy, the young musician became his parents' sole focus. When Lang Lang was nine, his father and his piano teacher decided that he must leave Shenyang for Beijing, home of the Central Conservatory of Music. If his father had been strict before, he soon became a lot harder. G 'I got totally crazy, too,' says Lang Lang. 'I was beating

the wall, trying to prevent myself from being a pianist by destroying my hands. I hated everything: my father, the piano, myself. And then somehow, we just stopped. My father went out or I ran out - I can't remember, but somehow we stopped. After that I didn't want to play piano any more. I said, "OK, fine. Let's go home.'"

c

::::s

;:; ~

H Lang Lang disagrees. 'I think that attitude is wrong because there are a lot of things you can do in the world,' he says. 'When I was nine, I didn't like my father. I knew he had dedicated his life to me, but I thought it was too much. I found the pressure unnecessary because I was a workaholic from the very beginning. I could understand if I was lazy and didn't care, but I didn't need that kind of push, because I knew what I wanted.'

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Text analysis

4 Work through a-e, referring to the text (i-viii) and missing paragraphs (A-H).

a Which word captures the idea of high status? (i) b Find an example of a euphemism. (ii) c Find two examples of language used for emphasis. (v) d Find an expression which means: an unpleasant fact about a person told to him/ her by somebody else. (vi) e Which expression is normally used in a work rather than an academic situation? CD)

Vocabulary 5 In your own words, explain the meaning of these phrases from the text and missing paragraphs.

Your views

a went totally nuts (ii)

e fails to be outstanding Cv)

b surpassed his father 'S ambition (iii)

f an all-time low Cvi)

c the budget was cut (iv)

g hectored CA)

d is well aware Cv)

h a score CA)

6 Discuss these questions. a How would you have reacted if you had been in Lang Lang's position? b Do children only succeed in life if they have ambitious parents? Why/Why not?

43

Listening

Part 4

1 What do you think are the main reasons for problematic relationships at work? 2 Read through the exam task and the questions below. Try to imagine what the people might say.

Exam practice 3

~$ 1·17

You will hear five short extracts in which people are talking about problematic relationships they have had with people at work. While you listen you must complete both tasks. TASK ONE: For questions 1-5, choose from the list CA- H) what each speaker says caused the problems. A a lack of ambition B a reluctance to pull together as a team

"We like to bring together people from radically different fields and wait for the friction to produce heat, light alld magic. Sometimes it takes awhile. "

Tip Read through both tasks before you hear the recording. Remember that there are two questions for each speaker and you need to comPlete J both tasks while you listen.

CD

C a highly competitive nature

Speaker 1

D a domineering attitude

Speaker 2

[IJ

E an unreasonable increase in workload

Speaker 3

LJJ

F a lack of sensitivity in a tricky situation

Speaker 4

G a series of disagreements

Speaker 5

H a clash of personalities

LII

CB

TASK TWO: For questions 6-10, choose from the list CA-H) what step each speaker took to solve the problems. A complained to someone in a higher position B took compassionate leave

..

C

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C decided to look for another position elsewhere

Speaker 1

D fought back using the same weapons

Speaker 2

E accepted the situation but felt bitter about it

Speaker 3

F tried to get the message across about how they felt

Speaker 4

G decided not to take the problem too seriously

Speaker 5

H backed down to avoid unpleasantness

CD

CB CD CD

cm

Vocabulary Expressions connected with communication

4 Complete expressions a-j using a word from the list. What do they mean? miss take have sense chest message say teeth humble fall

a .................... . . . . .... . . . ............... what you mean b eat pie c get your

across

d lie through your . . ... . . . . . ... . . . . . . .. ....... . . ... . . . . e talk into someone Your views

g .......................... .... . ..................... something to heart h a heart to heart ... .... . ......................... . . . . . . . . .... out with someone . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... the point

5 Think about a problem you have had, or someone you know has had with a relationship. Then discuss these questions with a partner. a What caused the problem? b How was it dealt with?

44

f get something off your ...

Speaking

Part 3

1 Work with a partner. Look at the pictures and discuss these questions.

a Why is it important to have a good relationship with people in these situations? b What can sometimes make it difficult to achieve this?

Tip Although you will not be asked a question about what your partner has said, it is a good idea to listen carefully to what they say in their long turn . It might give you some ideas for talking about the further question you will both be asked.

c ::s

Exam practice

;:;

2 Work with a partner. You are going to speak for about 2 minutes about international relations. Student A turn to page 163, Student B turn to page 164 and follow the instructions. 3

~ )>>

1'18 Listen to two students answering an examiner's question. Then discuss the questions a-c.

a What question did the examiner ask? b Which student gives a better answer? Why? c How far do the views of the two students you listened to reflect your own views?

Discourse markers

4 Match the pairs of discourse markers a-h to their uses 1-8. Then listen again and note the discourse markers the speakers in 3 use. a By the way, ... / Incidentally, .. . b You know, .. . / Let's see. c As regards .. . / As far as ... is concerned ... d Actually, ... / Well, ... e Mind you .. . / Still ... f Besides ... / What's more ... g In my opinion, .. . / From my point of view, .. . h As a result ... / Because of this ... 1 as an afterthought contradicting what has already been said 2 to add to or give further information 3 as an afterthought which does not contradict what has already been said 4 as fillers used to give the speaker time to think 5 giving a specific example of what you are talking about 6 giving a relevant response which may contain unexpected information 7 to explain the reason for something 8 to say what you personally think 5

~ »)) 1·19 Now listen to these more general questions about relationships. Discuss your answers with a partner. Try to use some of the discourse markers in 4.

45

Reading &

Part 4

Use of English 1 Read this extract from a textbook on the history of childhood in Britain. What changes do you think will be mentioned in the rest of the extract? For much of the 19th century, childhood was often short and brutish, and the young were treated merely as small adults. Yet some changes have completely transformed expectations for the early years of life.

2 How do you think children's lives have changed in your country over the last twenty years or so in relation to: a family life?

c freedom?

b work and education?

d leisure?

3 Read the extract below to check your ideas. How far are the changes in Britain reflected in your country? Cl)

Co

.c Cl) c o

Family life Family size has directly affected children's lives. In the second half

and made family relations more flexible. Remarkably, it allowed

....CV

ofthe 19th century, 43% ofthe population were brought up in

fathers to become their children's friend .

Cl)

a family with seven or more children. By the middle of the 20th

'"'

Work and education

century, this proportion had fallen to 2%, and has remained stable

ever since.

to contribute to the family from an early age. However, various

Changing gender roles have also affected children. The idea of

measures since then have gradually marked out childhood as a

the mother as a sole carer for her children emerged in the mid-

....

In the 19 th century, children from poor families were expected

distinct phase of life. For example, the school-leaving age was

20th century. Before then, childcare assistance was common:

gradually raised. Consequently, school work has replaced paid

wealthy classes employed nurses, while humbler families paid a girl to help.

work, and the period of children's total dependency on their parents has correspondingly expanded. Furthermore, until

More significantly, the number of stereotypical authoritarian

relatively recently, children had expected physical punishment

males has been steadily declining. At one time, children

for disobedience at school. If current trends continue, within a

encountered the same model across all society - in schools, in the home and elsewhere. Sexual equality gave women more rights

Grammar Perfect aspect

very short time, most countries will have outlawed this kind of punishment, even in the home.

See notes page 152

4 Match the tenses below to their uses a-e.

future perfect past perfect past simple present perfect present perfect continuous a to describe an action or situation started in the past which connects to the present, or to describe the present result of an earlier action b to describe a process going on from a point in the past up to the present c to describe a situation or action that happened before a specified time in the past d to describe a situation in the past that we think has ended e to say that something will be completed by a particular time

5 Find examples from the text for a-e in 4 above. Which expressions helped you decide which category each example belonged to?

46

6 Complete the following extract from the textbook with the correct form of the verbs in brackets. You may need to change the order of the words in brackets.

Freedom Up until the end of the 19 th century, children (1) ........................ ...................... (be) much more visible. Since then, better quality housing and much more space at home (2) ...... (actually/lead) to children spending less time outdoors. More recently, parents' worries about traffic and strangers (3) ...

................................... (almost/put) an end to children's street

culture. Ironically, children of all classes (4)

(now/travel) further afield than

ever before - including to other countries - yet independent movement is ever more curtailed.

leisure In the 1950s, teenage culture (5) ............................................. . (begin) to gain an identity of its own, partly due to the influence of the new media. From that time onwards until today, consumerism and mass entertainment (6) for children. They (7) ...

(sustain) a shared culture

........................... (also/create) a generation gap between children

and parents even more significant than the gap between different classes. Advertisers (8) ..................... .................. ..... ...... (be) quick to seize On this as soon as it (9) ............................................ .......... . (emerge). Consequently, with higher standards of living, children (10) . . . . . . . m m (become) consumers of technical goods, toys, leisure services and much more.

7 For a-c, which option in italics emphasizes that something occurred before now? a I feel quite proud of having written / writing for the college magazine. b Hot weather is known to have caused / cause many minor illnesses. ""I

CD

c Having lived / Living in the town centre, I can tell you exactly what it's like.

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Simple and continuous

8 For a-d, what are the differences in meaning between the sentences in each pair?

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a 1 I'd been playing squash with Jim, so I was exhausted. 2 I'd played squash with Jim, so I knew that he was a terrible cheat.

Cl)

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b 1 My flatmate has been writing her thesis, and she's over half way through. 2 My flatmate has written her thesis, so she's very relieved. c 1 I've been phoning my grandma, but I think she must be out. 2 I've phoned my grandma, but I think she must be out. d 1 My cousin Jack had been living with us since he came to England. 2 My cousin Jack had lived with us since he came to England. 9 Complete a-g with the correct form of the words in brackets. a This is my entire music collection. I

(have) it since I left school.

b We had to eat in the kitchen as the dining room m

....

(damage) by the flood .

c You say I never do anything to help in the house but I (empty) the dishwasher and ........................................................ (take) the washing out of the machine this morning. I still (not/ have) time to clean the cooker, though. d I .. ............................... (study) Spanish at school, but the intervening years .. . ... . ... . . . . . ... . ...... . . . . .... . . . . (erase) most of my memory of it. e Well, of course I felt angry. What did you expect? I (sit) waiting for you for over an hour. f

.............................. ...................... (mean) to have a talk with you for a while now. It's about a problem that I (be) quite concerned about.

g I'm not sure why, but Richard

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(get) home late recently.

47

10 Complete a-f in an appropriate way. a The children are excited, because it's the first time b I can't get into these jeans. I / They . . . . . . . . . . .. . . . . . . ... . ... . . . . . . . . . . . . . .... . . .. . . ....................... .. c The film was one of the most . . . ... . . . ... . ... . . . . . . . . ... . . . . . . . . . . ........... . . . . . ..... . . . . . ... . . .... ... . . d Look at all these mistakes! You obviously e You look a mess! What on earth

.. ?

f I'm sick to death of this weather! It 11 Read the text below. There are ten mistakes. Find and correct them.

Example: My friend itm etllllt: to see me yesterday evening. came I've always been holding the view that friendships are one of the most important things in a young person's life. My family and I have being lived in the same area for a very long time, so I'd made a lot of friends here over the years. I'd been having a long chat with a friend last week about just how important my friendships were being to me and he has been in complete agreement with me about the role of friendships in forming our character and personality. Now, I'm not suggesting that my family have not been being influential as well- far from it. I think what I've been tried to say is that if it has not been for my friends, I would had been a different person from the one I am today. Your views 12 Discuss these statements.

a Character, personality and attitudes to life are formed in the first years of our lives. b Ifyou educate a man, you educate one person, but ifyou educate a woman, you educate afamily. (Ruby Manikan)

Exam practice Tip Read the main sentence and think carefully about its meaning, then focus on the word in bold and try to recall phrases and expressions which include it.

o!S ~ ,

E

....III

13 Reading & Use of English, Part 4: For questions 1-6, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and eight words, including the word given. 1 A couple's happiness depends on their frequency of communication . happier The more . . . . . . . .......................... . . ... ... . . .... . . . . . . . . .. . . . . . . . . . . ..... . . . . . they will be. 2 Romantic films often lead people to assume that their relationships will be a success. raise Romantic films often . . . . . . . . . . .. . . . . . ..... . . .... . .. . . . . . . . . . . . . . ... . . .... . . ................... . their relationships. 3 According to the papers, money had been the cause of the Taylors' marital problems. run . . over money.

The newspapers reported that .

4 Mary felt entirely comfortable when her boss was around. ease Mary felt entirely . .

her boss.

5 These days people regard that kind of behaviour as normal. come That kind of behaviour . .

as normal.

6 He said their marriage has been successful as they are tolerant of each other. put He . . ... . . . . ... . . . . . ................... . . . . . . . . . . . . . . . . . . . . . . . . . the fact that they are tolerant of each other.

48

Writing

Part 1


1 Read two Part 1 texts below. Answer the questions a-c. a What do you have to do in a Part 1 essay? b How many main ideas are there? What are they? c Are the ideas contradictory or complementary?

Our personality It is a truth universally acknowledged that we inherit characteristics from our parents. It is pretty obvious that

our build, hair colour and eye colour are a direct result of the genetic make-up of our parents. However, if we dwell for a moment on concepts such as intelligence, aggression and personality, who could state definitively whether these stem from our DNA or the environment in which we grow up? One theory that is starting to gain ground is that both play a role, that is to say, that genetics gives us our core abilities and traits and that our environment and upbringing hammer them into shape. Text analysis

1Wins: a case in point Twins provide an interesting insight into the role of nature and nurture in fostering traits such as intelligence, aggression and personality. Certainly, one would expect identical twins, raised in the same environment, to mirror each other in personality as well as looks. Yet results show similarities to a startling degree between the characters of identical twins even when raised apart. For many, the issue of whether nature or nurture defines who we are is a thorny one. However, it is now a common belief that, although our genes increase the likelihood of certain traits coming to the fore, we cannot escape the influences of the environment in which we find ourselves.

2 Read the sample essay below and answer questions a-c. a Find phrases in the sample essay to match these phrases from the texts in 1: 1 a truth universally acknowledged 2 stemfrom 3 hammer them into shape 4 to a startling degree 5 raised b Circle the specific phrases that highlight personal opinion. c How does the writer present the main idea from the text in their introduction?

What makes one person nice and another one nasty? Were they

and nurture, the second text uses the example of twins to

born that way or did something in their environment create these

explore the issue. It suggests that identical twins are remarkably

tendencies? Both texts discuss the relative importance of nature

similar, whether brought up together or apart, because, despite

and nurture in the development of ind ividual characteristics such

environmental d ifferences, genes have an overriding role in

as aggression and intelligence.

determining who they are. I would dispute this and argue that

Whi le it is commonly accepted that physical characteristics are

the role of our environment also plays a significant part, a point

rooted in our genetic code, the origins of non-physical individual

expressed in both texts. I would even venture so far as to say that

traits are being hotly contested. I agree with the suggestion

it is ultimately our envi ronment that determines how our genetic

in the two texts that it is a combination of both genetic and

inheritance plays out.

environmental factors that accounts for the development of these

In conclusion, although we are born with certain limitations,

traits. The idea expressed in the first text that, although our DNA

I believe we have the choice to decide what we do within those

provides individuals with a simple blueprint for our non-physical

limitations. Would you be happy to believe that life was simply fate

characteristics and abil it ies, it is how and where we are brought up

and no matter what choices we made we wou ld never be able to

that determine their ultimate shape, seems totally credible to me.

change the person we are?

In addition to reiterating points about the impact of nature

49

Cause and effect

3 Read the texts in 1 and 2 and find the following words. Which ones are followed by a cause and which are followed by an effect? make create develop determine stem from accountfor be rooted in 4 Which of the words and phrases below are commonly followed by a cause and which by an effect? result in due to hence result from since mean (that) thus provoke trigger therefore as on account of as a result (of) give rise to consequently because

5 Write a variety of cause and effect sentences about these subjects. a Environment b Personality c Genetics

Exam practice Tip There are a number of nouns, verbs and conjunctions that can be used to express cause and effect relationships. Try to use a variety of these in your essay.


6 Read this exam task. Use the checklist on page 135 to help you write your answer. Read the two texts below. Write an essay summarizing and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in your answer. Write your answer in 240- 280 words.

(/)

Q.

.c (/) c o ....ca

Born criminal A number of studies have been carried out to try to prove the connection between genetics and criminal behaviour. For example, it has been argued that people are more or less likely to be criminal depending on their body shape. These theories have largely been discredited in recent years, with many arguing that it is preposterous to make such claims. However, the idea that criminals are produced as a result of the environment in which they are raised is rarely disputed. For example, it is a commonly held belief that prison provides an environment in which a criminal is actually able to learn further criminal behaviours.

(\)

a..

~

~

E

....ca

It's all the parents' fault Families not only provide the genetic code for their offspring, they also significantly shape the environment in which a child develops. Therefore, it can be particularly challenging to determine the extent to which the environment plays a part in a child's development as opposed to their genes. For example, criminal fathers are much more likely to produce children with a criminal record than a father with no criminal record is. However, to what extent this is due to genetics as opposed to the environment is debatable.

50

• •,

REMAINING UNMARRIED

- EXPOSURE . 0 RADIATION

~ ~

BEING STRUCK BY LIGHTNING

~

~~ 0@-~

BEING A COAL MINER

c

~

ClIOKING ON FOOD

:::s

;; U'I

Introduction 1 Rank the activities above according to the risks they pose

to our life expectancy. Begin with the activity you think poses the greatest risk. Then compare your choices with a partner's. Check your answers on page 164. 2 Sometimes people are afraid of things which in themselves are not necessarily dangerous. Can you explain what these fears are? _ =~T.5

arachnophobia technophobia agoraphobia - ope fl Sf/'lctS acrophobia claustrophobia hydrophobia (lo)f))

5PA(: s

3 04 )>> 1·20 Listen to a clinical psychologist talking about dealing with fears and phobias and make notes under the headings below about what she says. Discuss with a partner how far what she says relates to your own attitudes towards risk taking.

a influences on our attitudes towards new situations b the importance of taking risks c how to approach our fears d building confidence

4 Complete sentences a-f to form collocations with danger and risk. grave

calffllated

ipJfe1-ent

imprinent

av,erse jra)1zht

a I thought I had never been in such ........
danger.

c The voyage had been F~~f!Gc(C with danger; waves (FuL( of) swamped the ship and the navigation system broke. d We live in a risk-.........A~.t:~?( ........... society - everyone just plays it safe. e Taking this project on was a(n) ~C:lJS~Tf~ risk thankfully it's paid off. f There is always a(n) . . Ii"~I(~(:'~t risk in adopting new {'(5 N· \y.A<,.J Tf-(.:;-(/e:-) practices.

l

5 Discuss these questions.

a What do you think is the greatest danger we face ? b What is the most dangerous thing you have ever done? 6 Apart from those mentioned in 2 above, do you know of any other phobias? Do you suffer from any phobias?

51

Reading &

Part 1

Use of English 1 Describe what is happening in the picture on the left. a What qualities would people need to be able to do this kind of job? b What risks would be involved? c Could you cope with looking down from a height like this? Why/ Why not?

2 Read the text below, ignoring the gaps, to find out what kind of unusual trip the tourists went on.

Exam practice 3 Read the text again. For questions 1-8, decide which answer (A, B, C or D) best fits each gap. There is an example at the beginning (0) .

The Bridge

by Peter Michelmore

Our group (0) .......... . . l1

. .... . ..... silent at the base of a narrow

steel ladder that rose vertically through the maze of girders at the south-east end of Australia's Sydney Harbour Bridge. We needn't have worried about the first part of the climb. Up to this (1) ........ .............. = . . . .. . . . . . ... our guided tour had been little more than a stroll but now our task was to face the ladder. It must have been at least fifty feet high. There were handrails and our safety belts It)

....

would be tethered to a cable to (2) . .

.:-1).

a fall but the

water couldn't have been less than 250 feet below us and the

C

:::I

(3)

1) ..... ......... of climbing was daunting.

What lay at the top was stepping out on to the exposed upper arch of the bridge, with blue sky all round and the water almost 262 feet below. We ought to have found this out before embarking on what now seemed a singularly (4) .... My own (5)

2 . . . . ..... . . . .mission!

was extreme, but, on this sparkling

-t . . . . . . . . . .out of me; I

As I climbed the tension (6) . .

was driven by an exhilarating feeling of conquest. At the top, I dropped my (7)

to the vast pool of the harbour

below. It might just as well have been a mill pond from this height.

morning, I saw no option but to climb to the summit of one of the

We stood on a small viewing deck in the warm sunshine,

world's best-loved icons - a miracle of engineering recognized by

(8) .................}.. !......... ................... ... with excitement and arms raised as our

people everywhere.

guide took a celebratory photograph.

Tip Read the text before and after the gap carefully. This will help you to choose the word that fits best.

O@ f e11

B came

1 A position

B period

2 A hold

B halt

C reduce

3 A perspective

B proposal

C probability

D prospect

C careless

D unthinking

C agoraphobia

D arachnophobia

C leaked

D came

4 A negligent 5

fly

acrophobia

6 A exuded

52

@ reckless B claustrophobia

®drained

7 A glare

B glimpse

8 @ flushed

B burned

C rendered

CO point

(9 gaze C drenched

D dropped

D place

~ break

D glance D flamed

Vocabulary Ways of looking

4 Look again at question 7 in exercise 3 on page 52. The words glare, glimpse, gaze and glance are used to describe different ways of looking at something. Complete a-g with a word from the list. You can use some words more than once. peek

glimpse

glare

peep

gaze

glance

a As the plane prepared to land, I caught a q~If1?~( of the lights on the runway below. ~G(_J'I(IICE b At first ~'( the list of emergency procedures seems clear and straightforward. c As long as you don't tell anyone about it, I'll let you have a . . . . . . . .PUk. . . . . . . . . .... ... ... .... . . . . . . . at the plans for the new development. d When he fixed me with that.. GlA QC e Let me take a quick

P

of his, I knew I'd said the wrong thing.

at the baby.

f She cast a . . ..~......... over her shoulder to see if anyone was following her. g It was hard to avoid his

CA~(

... even though the room was crowded.

5 Match these adjectives to the words in the list in 4. menacing tentative fierce defiant fleeting brief cautious surreptltwus unflinching curious furtive dreamy furious steely sneaky intimidating Sl«(2'ri)'

intent

6 Use the words from the list in 4 as verbs or nouns and appropriate forms of the words in 5 to make sentences of your own. Example: I'm afraid I only caught a brief glimpse of the burglar as he was about to jump from the window.

Grammar Past modals and meanings

See notes page 154

7 Read the article on page 52 again and underline all the past modal forms . Which of

the past modals are used to express these meanings in the text? a a comparison b an obligation that was not fulfilled c an action which proved to be unnecessary d a positive deduction e a negative deduction Possibility and speculation

8 Complete the text below about the photo of the bridge using an appropriate modal and the words in brackets. There may be more than one answer. When the Sydney Harbour Bridge was built, it 0) {1l£;- ~ICjV[ ~£W (be) one of the most famous bridges jn the world. It (2)C(I'TO'\ll7 :;.vLt~,/ (certainly/be) a feature that people,I.4IW[ ?.£[rv ignored. The photographer (3) \c<1:Ji-{l)101:t i l)il(J(take) the picture of the bridge with a telescopic lens. On the other hand, the picture (4) f\i(,~lrIlItL!:{lv (take) from an aeroplane. The man on the bridge (5 )!'l05'iU~-t~J:qvJ::,0'~~do) some repairs to it at the time. I don't understand how anyone (6)(:T(j'VJ:: although be very nerve-wracking at the same time. If you're ever in Australia, you (8) 1)()~iiT)?~e . (go) and see the bridge. It's still an amazing sight, even after all these years.

53

9 Complete these sentences using if, but or because and your own ideas.

a Our neighbours could easily have sold their house L~1H(! . ~(9P?<:T~~':':"'E~ rl«(c~ b Bill might have written to US ~f'/'1r-:?!~()I~~HLt.:'':'o,,:?

oUIl Ivt

V-- 4,)lCS,>

c Michael could have caught an early train ~~('-'k( 1:-((,~ ~~ ·'ET0\)J~'k'1.<.. t frILL,! d Ted might have phoned me ~T'!??II:"T . H9~~- .......f:1.~... 'pf.(.Jvc So I'h IV); $()rl(;.-

.To srq eC f You should have asked me to the party f!t:(jlLi$C/'"" ft~~tZ:L!~~Y e Anne would have lent me the money 1f,?yr;,??vLf? fll1k"'- AiVf

10 Complete a-e using the words given and must have (been) or can't/couldn't have (been) to make deductions about the situations.

a The bill at the restaurant was astronomical. The meal ":'~':,T~I~~~¥.:(~9f'YlY(J"~ b I'm sure it wasn't Patrick I saw. He's in America I1 nu',) fllll/C 'beLlc Look! The pavements are soaking wet! It .I"lU?''1l ~~~.~E'':'

I;L<;{

;h)/lvllv",

d I told you about the phone call half an hour ago. You (~)I\IT~lqV(?:E-§~ USO/(rII" TJ he e I'm afraid you only got five out of ten for this homework. You t1L1j!~I~vt:~E(\/C!J~~t(i;5~ Necessity and obligation 11 Match a-e with an appropriate ending from 1-7. Sometimes the same ending can be used more than once.

a They said we needed to have a vaccination, ... )/7b They said we didn't need to have a vaccination, ... 1/1/4 c They said we needn't have had a vaccination, ...

1/&

d They said we should / ought to have had a vaccination, ... '3>iC;

...Q)

e They said we shouldn't have a vaccination, ...

Cl C

ca

1 '" because they were now thought to be unsafe.

alS

2 ... so we didn't.

~

....Q)>-

/) !?11..f IG

3 ... so they didn't let us into the country.

...ca

4 ... but we did anyway.

I/)

5 ... but we never got round to it. It)

:!::

6 ... but by then we'd already had one.

:::J

7 '" so we did.

c

12 Complete sentences a-h in your own words using an appropriate modal and verb. -

a As there were no mosquitoes on that part of the coast, 1 7?! ~~1

vat

-0 I

Wkc

malaria tablets.

b When Iwent for my first riding lesson, I discovered Ir:9l1!!::ie,;)~3()\£I' a riding hat as they were provided by the riding stable. c When we got to thejsland, we realized that the water was not safe to drink and that we Yj0i:P f/9I-f1?'dJ6I{,{rater purification tablets. d Although we i?/~T~t:~l? insurance, we got it anyway just to be on the safe side. - V J)2JVE v e I think you ought to apologize - you Y/~ I tiP C my car without checking that you were covered to drive it.

f George told the ambulance driver that his wife ~JQ0:t>~'GtC hoMtal as quickly as possible as she was about to have a baby.

g I found out that the operation was a simple, routine process with very little risk to my long-term health, so I ~flcI!l::/JTL~VI:~~\:rmuch time worrying about it. _ U£v iY?JV/(Vb h The police officer flagged my car down and pointed out that I ~"/~~~",IHY~ so fast in a residential area.

54

Listening

Part 3

1 Look at these pictures. What are the extreme weather conditions? What problems do they cause?

Exam practice 2 04 )>> 1'21 You will hear an interview with Cindy Talbot on the radio progr am me,

Young hero or heroine of the week. For questions 1-5, choose the answer (A, B, C or D) which fits best according to what you hear. 1 How did Cindy react when she heard the thunder? A She decided to take a rest until the storm passed. B She was relieved that the storm was so far away. Cb She felt rather worried about what the storm might bring. D She was surprised by the closeness of the storm.

J

2 How did Cindy regard her decision to take shelter from the storm? A She thought it was sensible. B She admitted it was understandable. C She found it incomprehensible. @ She knew it was inadvisable. 3 What were Rod and Mark doing when they saw Cindy? A walking in the woods travelling along a forest path C removing a tree blocking the road D making their way to a nearby hospital

®

Tip In the exam, you will have one minute to read through the questions for Part 3. Use this time to read the questions and all the options quickly. Then read the questions a second time so that you know what to listen for.

Your views

.. c

~

UI

j

4 What was Rod and Mark's initial reaction to Cindy's story? ~ Theywere dubious about its authenticity. B They were amazed by her lucky escape. C They were worried about the long-term effects on her health. D They were curious about the outcome. S What effect has the experience had on Cindy? She is more aware of her own limitations. B She is wary of hiking long distances alone . ~ She is adamant not to let it stop her pursuing her interests. D She is reluctant to venture out in stormy weather.

®

CIl

..

III .... (1)

'<

j

AD Co III ~

CC

... (1)

J

3 Discuss these questions. a What happened to Cindy? What would you have done in her situation? b Do you have extreme weather conditions in your country? How do they affect you? c What measures can be taken to protect people from these extreme weather conditions?

Vocabulary Expressions with weather and storm

4 Complete the expressions below using either weather or storm. Then decide what each one means. a the calm before the ..... .... . .... ... . . . . ..... . . . ... . ..... . . . . .. e take somebody/something by ........ ..... ....... . .... . ... . . . . ... . . ... ...

b make heavy . ........ ..... . ... . ...... ... . . . . ... . . . . . .. of 5th

f keep a ... . . .... . ... . ... . . . . .... . . . . . . . . ..... .... eye on somebody/something

c ride the

g a

of protest

d under the

h a

in a teacup

5 Use some of the expressions to make your own sentences.

55

Reading &

Part 5

Use of English 1 If you were in an emergency situation how do you think you would react? 2 Now read the text on page 57 about how people react in emergencies. How does it compare with your ideas?

Exam practice 3 For questions 1-6, choose the answer CA, B, C or D) which you think fits best according to the text. 1 What is suggested about the reactions of people in emergencies? A People are less likely to panic if they are with complete strangers. B Being with people we know helps speed up our reactions to danger. C People are more determined to escape if they are with family and friends . @ Our concern for the welfare of others often puts our own lives in danger. 2 The writer compares the notion of affiliation with A the attitude of terrorist bombers. ~ the everyday behaviour of ordinary people. © the conduct of people towards others they do not know. D the change in people's attitudes in an emergency.

Tip Delete the options that you know are incorrect first and then consider the ones you are left with.

3 According to research, how did people behave after the fire broke out? A In their desire to escape, they blocked access to many of the emergency exits. They acted more or less as they would have done in a normal situation. C Their competitive attitude prevented them from helping those in need. D They showed more concern for family and friends than for strangers.

®

4 What conclusion does the writer draw about people's behaviour in emergencies? A People are more likely to reject social norms if they are on their own. B People who share a social identity are more hampered in their ability to escape. © Identifying with a group in an emergency can be extremely beneficial. D It is difficult to predict exactly how a crowd will behave in an emergency. 5 According to the writer, what was exemplary about the case of the miners? @ their like-mindedness in a critical situation B their sticking to their usual routine @ their determination to be rescued D their emphasis on health care 6 What is the writer suggesting happens in an emergency? A People respond effectively when they hear sirens and alarms. \§! Issuing adequate information increases the chances of survival. C Live public address systems are less effective than they seem. D Public warnings prevent danger zones becoming overcrowded. Text analysis

4 Work through a-h, referring to paragraphs CA-H) in the text. a Which word is used to explain that something is commonly referred to by the term specified? CA) ;D - cALLt D b Which verb is used to conjure up a dramatic picture of catastrophe? CA) '01.YJ9 L rl c Find a phrase which means : if something had not happened. CB) Dui d Find a phrase which means: a complete explanation. CB) rVJL)o Le

1'09..7 (./1:

51 oR!

e Why does the writer use the expression rich insight? (line 26) f Find a word which means: for this reason . CD)

~CfJC

C

g Why is the expression buddy system in quotation marks? (line 55) h Which phrase reflects the writer's criticism of how planners regard the public? CH)

\jJv\' l0 tv' 1c;,r ro1t'IJ(I.E: 56

S-:)(I ~ (

PACt

Crowd control Perhaps the most obvious explanation for why we help others

or their obligations to others both close and distant. They do not

in emergencies is that we know them. So-called 'affiliation

turn into savages desperate to escape. Disasters bring out the

theorists' such as Andrew Mawson, a Professor of Public Health

5

45

are to be more psychologically accurate and hence more useful

typically in the company of friends or family when disaster strikes.

at predicting how people will behave in an emergency, they must

The presence of familiar others soothes us and counteracts our

@

include dynamic 'group membership' variables. The shared social

'fight or Right' instincts.

identity of any group can be the basis for an efficient and OrderlY @ 50

Jonathan Sime's study of the 1973 fire at the Summerland leisure centre on the Isle of Man provides poignant support for 10

For example, the social solidarity of the thirty-three Chilean miners trapped half a mile underground in 2010 played an

for the fact that they chose to stay in family groups, going at

essential role in maintaining their physical and mental health as they awaited rescue. The miners organized their own chapel

in some cases. Sime argues that people die in emergencies not

55

because they are competing but because they care for one

began eating each meal only after rations for everyone had been painstakingly lowered through a hole. A miner who had taken a

emergencies such as the London terrorist bombings, people wer~'7\

\.3;

even self-sacrificing. Sociologists who study disasters have shown

60

that in an emergency, individuals remain committed to the same

Club near Cincinnati in 1977. As the fire spread through the building, the opportunities for exit became more and more

65

~

nursing course monitored the group's health and administered tests and vaccinations. The miners aided rescue efforts by preparing a map of their surroundings and clearing rocks.

...

;'<

address systems are more effective than sirens and alarms for

c..

Ao III

providing credible information about the nature and the location

no mass panic. The 630 witness statements given to the police

video monitoring can provide early warning signals.

~

IQ

., CD

Emergency planners should encourage collectivity, not fear of

was evidence of affiliation. People moved in family or friendship

it. Disasters tend to bring people together, but other social forces 70

a number of researchers - particularly sociologist Norris Johnson

often divide people. Even the language that is used to address groups in public spaces may make a difference. Addressing people

of the University of Cincinnati - have shown, social norms were ~

instead as members of a group - 'passengers' or 'citizens', for

observed. The staff continued to look after the customers, with

example - may help prevent them from competing with one

waiters attending to the safety of those at their assigned tables.

another in a rush for the exits.

The customers observed normal courtesies, such as allowing the elderly to go first. As the seriousness of the situation became 35

75

their best asset rather than their worst nightmare. Instead of

But Johnson reports that even at the most urgent stages of the

undermining people's natural tendency to organize and help

evacuation, social bonds remained largely intact; people picked

one another, authorities can facilitate it by providing practical information - such as exit routes that are clearly marked with 80

The conclusion: continuity exists between everyday behaviours 40

Emergency planners need to consider ordinary people

more evident, there was an increase in competitive behaviours.

one another up when they fell, for example.

and emergencies. Regardless of whether people think of

arrows and reRective paint. When ordinary people are asked to take increased responsibility for their own survival and well-being, they can do extraordinary things.

themselves as individuals or as part of a community, they observe social norms. Human beings do not forget themselves, their values

~

lack of information - for example, when people do not evacuate

of the danger. In places where there is a danger of overcrowding,

groups, and if one died, the others were likely to die as well. But as

©

promptly because they do not realize the danger. Live public

restricted. In the end, 165 people lost their lives but there was provide rich insight into how people behaved. Certainly there

30

(i-\

Evidence suggests that the single biggest killer in emergencies is

rules of conduct that govern everyday behaviour. A case in point is the lethal fire at the Beverly Hills Supper

25

services and a 'buddy system' of three-person teams, and they

another. But the notion of affiliation cannot be the whole story. In among strangers but were nonetheless orderly, cooperative and

20

evacuation, rather than a source of pathological 'panic'.

this view. He showed that many people might have escaped bU(2) the pace of the slowest - a pace that was too slow for survival

15

best - not the beast - in people. If models of crowd behaviours

at Jackson State University, say that panic is rare because we are

From Scientific American Mind

57

Speaking

Part 3

1 Discuss your reactions to this quotation. Considering how dangerous everything is, nothing is really frightening. (Gertrude Stein)

2

~~

1· 22 Listen to five people talking about a difficult situation they found themselves in. Match what they say to situations a-f and make a note of how they dealt with the situation. There is one situation you do not need to use. a a breakdown b a delayed flight c a hotel fire d a robbery e got lost f going through airport security

3 Compare your notes with a partner's, then decide what you would have done if

you'd been faced with the situations in 2. Understanding the task

... Cl)

4 Work with a partner. You are going to speak for about two minutes based on a prompt card. Then you will have to answer a further question. First, read your prompt cards carefully. Underline the key words in the questions.

Cl

r::

!'Cl

travelling

B In what ways are we exposed to fewer dangers than previous generations?

environmental problems

- new technology

A What risks do people face in the modern world?

'tJ

o!S

....>....!'Cl Cl)

en

- crime

It)

medical breakthroughs - rules and regulations

:t: r:: ~

Planning

5 Think about how to answer. Make notes like those below. For each prompt, use the three perspectives to help you. This will give you ideas to talk about for two minutes.

Personal: your personal point of view based on experience Local: the point of view of your local community or surroundings Global: a global or international point of view Travelling per,onal : feel vnea,y When I travel alof)e local : ,ome accident black ,pot> in thi) area

Tip In the exam, you have up to 10 seconds to think about what you are gOing to say. As you are talking, use the three 0ints of view (personal, local and global) to help you think up ideas and keep talking.

L: 58

Exploring the topic

global : air travel increa,e, health ri,k, and environmental problem,

Exam practice 6 Work with a partner. You are going to speak for about two minutes. Student A turn to page 164, Student B turn to page 165 and follow the instructions. You can use the notes you made in 5 to help you. 7

~~

1·23 Now listen to some more general questions about risks. Discuss your answers with a partner.

Writing

Part 2, Letter


1 Read this exam task and answer questions a-b. You have decided to write a letter to give your views on an article you read in a newspaper about how some rules and regulations, for example anti-smoking laws and traffic control, affect our personal freedoms . You decide to write a letter (280320 words) in which you briefly describe how you feel about this issue and whether the regulations are justified or not. a Who is the target audience for the letter? b What kind of opinions do you think the newspaper would be most interested in?

Text analysis

2 Read this sample letter and answer questions a-d. a What is the main topic or purpose of each paragraph? b How well does the letter suit the target reader(s) ? c What register has the letter been written in? d What phrases and expressions does the writer use to express his views?

c ::s ;:; Dear Editor,

UI

I am writing in response to your recent column about unreasonable rules and would like to

..

en

.... CD I\)

share my ideas w ith you. I wo uld definitely agree that such controls are getting worse, and that it would be infinitely preferable for authorities to spend more time on things such as

'<

solVing crime.

C-

Qo l\)

::s ca

Having said that, it is also true that the reg ulations do some good. For example, the anti-

.,CD

smoking campaign has clearly saved lives, and people have also benefited from government advice on sunbathing and skin cancer. As far as road safety goes, the compulsory wearing of seat belts has long been accepted as normal. Accident rates have also fall en, thanks to government initiatives such as drink-driving laws, speed cameras and traffic-calming measures. However, the main problem is that the controls go too far. Not content with informing people of the dangers of smoking, the government introduces a ban on smoking in pubs and restaurants, on trains and in offices; it introduces high taxation, bans tobacco advertising, and does its best to fo rce people to change their behaviour. This is w hat tends to irritate people the most. Of course, it is Vitally important that we should be given the facts about smoking or sunbathing, but we should also have the right to make up our own mind. The same applies to road safety. They are continually trying to reduce speed limits on motorways, which is a complete waste of time given that the vast majority of motorway drivers exceed the current speed limit by 10 or 15 miles an hour, and it serves no purpose w hatsoever having a law that nobody obeys. T he government should accept that there will always be some risk involved in driving a car, and it w ill never be possible to make the roads completely safe. To sum up, I think that regulatiOns have gone far enough. There is no evidence of a need for further legislation on health issues and motoring. What we do need is simple information, and we should be allowed to decide for ourselves how we want to lead our lives. Yours faithfully,

59

Adverb and adjective collocations

3 Match the adverbs in list A with a suitable adjective in list B. More than one answer may be possible. A: drastically

deeply

vitally gravely wildly wholly vehemently infinitely grossly fully frankly hopelessly

B: preferable

unpopular

Sentence adverbs

important offensive improved mistaken

inaccurate opposed to unfounded inefficient ludicrous justified

4 Rewrite sentences a-I using an adverb from the list below. There are some you do not need to use. admittedly ultimately apparently theoretically amazingly put simply obviously traditionally typically realistically frankly generally coincidentally as far as ... concerned logically financially technically

a I heard that the bus crashed because of faulty brakes. b I think I should say that there are still some lingering concerns about safety. c At the end of the day, parents should decide what is best for their children and not the politicians. d If I have to be honest, I'm not surprised he hurt himself. e If you use a mobile phone while driving, you are a risk to other motorists. f They were driving incredibly fast when they crashed, but no one was hurt. g Smoking is bad for you. Can I make it any clearer?! h We will never eliminate all risks. He took us out for a spin and drove way too fast as he usually does. j

It's possible, but unlikely, that we will be able to rescue them before nightfall.

k The new law will also lead to a reduction in fatalities on our roads. Most drivers in my country don't buckle up when driving. 5 Use some of the language in 3 and 4 to write sentences of your own. When you have finished, compare with a partner. Do they agree with you?

Exam practice Tip Remember that your letter could be read by thousands of newspaper readers. Don't address the editor personally. This is your chance to make your opinions known; express them clearly and intelligently.

Writing guide page 142

6 Read the exam task below. Use the checklist below to help you write your answer. A sports magazine has invited its readers to write letters on the topic of dangerous sports. You have decided to write a letter (280-320 words) expressing your views about dangerous sports and what you think the responsibilities of the people who do these sports are. Stage 1: Read Who will read your letter? Stage 2: Think What is your opinion about dangerous sports? What are the responsibilities of the people who do them? Stage 3: Plan Make a detailed plan using this structure if you like: Introduction - Problems - Risks - Responsibilities - Conclusion Stage 4: Write Make your opinions clear, and, where possible, give examples to support your views. Stage 5: Check Is the register appropriate? Have you used a variety of ways to express your opinions?

60

c :s

;:;:

en

Introduction 1 Look at the poster about leading a healthy lifestyle. Decide how practical and useful the advice is. 2 -4 )>> 1·24 Listen to a man expressing his views about taking physical exercise and quickly note down your answers to questions a-e. a According to the man, what type of people take physical exercise? b How does he think people who exercise regularly react to those who don't? c What does he find rather worrying about exercising? d What comment does he make about finding out about your true self? e What other arguments are put forward against exercising?

3 Listen again and note the phrases the speaker uses to state his opinions and give examples. 4 Do you agree with the speaker? Why/Why not?

5 Discuss these questions with a partner. Try to give personal examples to illustrate the language. a Why would you tell someone to get a life? b Who would you describe as the life and soul of the party? c When would you say an object has a life of its own? d When would you say life's too short? e When would you use not onyour life? f When would you say that's life?

g When was the last time someone frightened the life out of you?

h When would you say for the life of me? Who would you describe as the light ofyour life? j How would someone get a new lease of life?

6 With a partner, discuss your own attitudes to health and lifestyle. Try to use some of the phrases in 3. The topic areas below might help you. video games

dieting

becoming a vegetarian

joining a gym 61

Reading &

Part 7

Use of English 1 Decide which of these statements applies more to you. Then explain why to a partner. a I live to eat. b I eat to live. Skim reading

2 Quickly read through the text on page 63. Answer these questions. a Which of these is the most suitable heading for the text? Students' diets healthier than we think Fast-food fad failure Male students eschew balanced diet for supplements New survey reveals full extent of eating disorders

b Would a situation like this happen in your country? Why/ Why not?

Exam practice Tip Q)

>. .... tIl

Q)

Underline the information that helps you to answer the question and put the number of the question beside it. This will help you to locate it when you check your answers.

3 For questions 1-10 choose from the sections (A-E) in the article about dietary trends. The sections may be chosen more than once.

In which section are the following mentioned? - a noticeable gap in existing research - extrinsic motivation

::

- the unimportance of social status

et!

- the unwelcome results of a certain dietary regime

.c .::: ca Q) .c

- a tendency to splash out on things other than food - a potential means of financing further research - a reluctance to take heed of advice given

co

- a sector of the student population with increased awareness of healthy eating - an anecdote about former student days

!:

c

:l

- a discovery which has revealed an unforeseen tendency Text analysis

4 Work through a-g, referring to paragraphs (A-E) in the text. a What does the writer mean by the term afair percentage? CA) b Why does the writer put the expression disordered eating patterns in quotation marks? (A)

c What effect does the use of the construction The more"' the more ... have on the reader? (C) J

d Why does the writer include the three questions? CD) e Express in your own words what the writer means by a susceptibility to the blandishments of men's magazines. (D)

f What is the plural of the word phenomenon? CD) g What does the writer mean by the term a level playingJield? CE) Expressions connected with illness and injury

5 The following list contains eight physical complaints. Unfortunately, the words have been arranged incorrectly. Rearrange them to discover what the complaints are. a writer's elbow e a splitting infection b a sprained strain

f an ear ligament

c a torn disc d eye cramp

h tennis ankle

g a slipped headache

6 Have you ever suffered from any of the complaints in 5? Tell a partner. 62

We didn't need an in-depth research project into students' eating habits to tell us that a fair percentage of the student population eat too few vegetables. Fortunately, the UK's first study of the dietary changes brought about by going to university 5

delves into more wide-ranging issues. And it has already unearthed a less predictable trend. Male students are particularly prone to what Dr Ricardo Costa from Coventry University calls 'disordered eating patterns'. Not to be confused with eating disorders. 'We're not talking about bulimia, anorexia and other

10

psychological conditions; he stresses. 'That's not my field: Dr Farzad Ami rabdollahian, whose field is dietetics and human nutrition, and one of his colleagues have so far carried out around 130 in-depth interviews with undergraduates of both sexes. Between now and next April they hope to talk to another

15

270. 'That 400 will give us a really strong idea of the trends in one university; says Costa. 'From there, we hope to apply for a grant and expand the study to two more.' One university likely to be chosen for the study is Hertfordshire, where Amirabdollahian used to work; the other is in North

20

Wales, where Costa did research while also working as a dietician elsewhere. 'The more I looked into the obesity epidemic, the more it became clear that there was a lot of evidence about the dietary habits of children and adults, but very little in between; he explains. 'I knew that my diet changed when I first went to

2S

university and colleagues had told me that it was the same for

so good-quality fats. That can ultimately lead to cardiac problems.

them. I thought it was time we looked at what living the student

And don't forget the mental issues that will arise for those who

life is doing to your body.'

fail to meet this idealized body image.' He would dearly love to involve psychologists as the project expands and spreads. Not

As many as 50% of male students who have taken part in the

only to work with young men worried about their lack of muscle,

survey seem to share with contemporaries from all walks of life a 30

susceptibility to the blandishments of men's magazines. 'They're

55

very focused on their body image and not just to meet sporting needs; says Costa. Does he mean that they want to get rid of

35

The research, still in its early stages, already indicates a

t he burgeoning paunch and put on muscle to look good for

disinclination to buy what Costa calls 'proper food'. With

women? 'Yes, that's what the trend suggests. But instead of trying

the exception of mature students, cooking skills are low and

to achieve it through a balanced diet as well as exercise, they're

60

respondents are eating anywhere near the 'five-a-day' fruit and

They're spending their money on dietary supplements such as

vegetable intake recommended, he says. 'Females were better

protein powders and amino acids.' Any food to go with that?

than males in that regard and students in the health professions

chicken or turkey breast from the economy or frozen ranges. Fish

were well above average. But even among them, the average 65

was only four portions a day.' Admittedly we are talking abo ut

and chips are also one of the fast-food options for students who

Rats, bedsits and halls of residence in Coventry rather than

aren't in the habit of cooking healthy food. Oh yes, and egg whites,

a Cambridge college. But the trend seems to be common to

without the yolks.' Fruit and veg? 'Very little.' This may, of course,

students of all social backgrounds. 'Another finding from t he early

be a phase that many of these young men will grow out of. But if 45

consumption of ready meals and takeaways high. Very few

going for disordered eating - outside the norm, in other words.

'They tend to go for a lot of high-protein, low-fat meat, such as 40

but also to find new ways of spreading the healthy-eating message across campuses. 'Posters don't seem to work; he says.

it continues, the consequences for their health could be serious.

stages of our work is that parents' income and education have no 70

apparent inRuence on students' dietary choices; says Costa. 'No

'The liver and kidneys eventually struggle to break down an excess

matter if you're rich or poor, university is a level playing fie ld.' Well,

of protein; Costa warns, 'so liver and kidney failure is a distinct

when it comes to nutritional standards, anyway.

possibility in the long term. We've already seen that phenomenon among body builders. They're also going to have a deficiency in

From The Guardian

63

Reading &

Part 2

Use of English

1 Look at the images above. Discuss these questions. a What kind of people do you think enjoy taking part in sports like these? b What skills and abilities do people need to do these sports well? c Which of these sports appeals to you most? Why? 2 Read the following extract from a newspaper article, ignoring the gaps. What method of training for sporting activities is suggested.

Working out to music can improve the coordination of your mind and body (1)

you are football crazy or

keen on tennis. The idea of exercise to music is, however, (2) ...

co

.. new. For years, especially in Eastern Europe,

the benefits of having instruction in ballet and classical dance, with their stress (3)

total body control and

balance, have been recognized. Figure-skating and ice-dance are usually performed to music and can be said to be specialized (4)..

.. of this type

of exercise. But ballet and classical dance can be applied to other sports that are also pleasing to the eye, such as gymnastics and skiing, both of which demand high standards of balance, coordination and suppleness. In Western Europe and North America, a far (5) ............... ................. . . .................... .. interest has been shown in working out to classical music. Even participants in sports which seem to demand muscular strength more than (6)

other physical requirement have

taken up exercise to music. Devotees of soccer, rugby and

physical strength, and participants in track and field events, find

rowing now regularly train to music. Even those who take

that exercise to music is beneficial and (8) .......... .... . ........ ........ . .................... their

(7) ..

movements more Auid.

.. in weightlifting, which demands enormous

Tip The words that come before and after each gap can give you valuable clues about the type of word that is missing.

64

Exam practice 3 Read the article again and, as you read, try to decide which part of speech best fits each gap. Then choose the word you think best completes each gap.

Grammar Defining and non-defining relative clauses

See notes page 155

4 Read through the text in 2 and underline the relative clauses. How many defining and non-defining clauses can you find? 5 Answer the following questions. a Look at sentences 1 and 2. Which would you use after the following information? At our annual golf club dinner, we always invite a celebrity to hand out the prizes. 1 The professional golfer who attended the annual club dinner last year had won two previous championships. 2 The professional golfer, who attended the annual club dinner last year, had won two previous championships. b In which sentence could the relative pronoun be omitted? Why? 1 Ballet and classical dance techniques can be applied to other sports which are also pleasing to the eye. 2 Ballet and classical dance techniques can be applied to other sports which spectators find pleasing to the eye. c What words are missing from these three sentences? 1 The money, Saturday, was stolen.

was collected at the entrance to the stadium on

2 Participants in sports such as gymnastics and skiing, both high standards of coordination, would benefit from dance training.

demand

3 The UK, bid to host the football World Cup failed in 2011, is unlikely to make another bid for some time to come. d What does the relative pronoun refer to in this sentence? He resigned as manager of the club, which shocked everybody. 6 Which of the options 0-4) can be used to complete the sentences? More than one option may be correct (- = no relative pronoun). a The American journalist . . . . . . . . . ... . ... . . . . . . . . . ... .... . ... . interviewed the tennis champion reminded me of my brother. 1 who 2 that 3 which 4 b The liver, 1 who 2 that

is about 30 centimetres long, helps in the digestion of food. 3 which 4-

c We decided to engage the two young dancers ....... . . .... . . . . .. ........... . . . ............ perform on television. 1 whom we had seen 2 who we had seen them 3 which we had seen 4 we had seen d The new concert hall, was opened yesterday, holds two thousand people. 1 that 2 which 3 which it 4 e He had never had any formal education, ....... .... . . .... ... . . . .... . . ..... . . . . ... . amazed me. 1 that 2 which 3 which it 4f The new stadium won't be finished for another two years; by . . . . .... . . . . ... . . . . . . ......... . . ... . it'll be out of date . 1 which 2 which time 3 that 4 then Reduced clauses

7 We can use reduced relative clauses instead of relative pronouns to make sentences shorter or to vary style and effect. For example: The cricketer who was found guilty offixing matches was banned for life. The cricketer found guilty offixing matches was banned for life.

Decide whether these sentences are correct or not. If they are wrong, correct them. a Athletes used these techniques show a marked improvement in performance. b Competitors trained when they are young stand a greater chance of being successful. c The stadium having been built for the event is already an architectural talking point.

65

d Humiliating by their defeat, the losing team trudged towards the dressing rooms . e Beaming with joy, the swimming champion received her gold medal. f There was a sudden downpour of rain stopping the tennis match in the final set. g There are several items needing to buy before your first fencing lesson. h The first person winning the Tour de France cycling competition was the Frenchman Maurice Garin in 1903. 8 Reduced adverbial clauses can cause confusion if the subject is ambiguous. Look at this sentence. Driven to desperation by hungel~ a frog will make a passable meal.

What does it mean? a A frog will produce a reasonable meal if it's desperately hungry. b Frogs are only worth eating if they're desperately hungry. c If you're desperately hungry, a frog might be a good meal for you to have. 9 Decide which of these reduced adverbial clauses might cause confusion. Explain why. a Opening the door, I began to feel scared. b Looked after carefully, I can make my car last for years. c Faced with rising costs, many companies are going out of business. d Having run half of the race, my T-shirt felt as if it was sticking to my back. 10 Rewrite a-c so that their meaning is clear. a Dreaming of how their lives would be together, the priest pronounced them man and wife. b Looking through the binoculars, the distant eagle seemed to be preparing to swoop down on its prey. c Dressed in her new school uniform, I began to realize Sally was no longer my baby girl. <0

Vocabulary

~

c ::s

Expressions connected 11 Complete expressions a-k using a word from the list. Then decide what the with sport expressions might mean and when you might use them. towel

ropes

blow

end

goal

goalposts

a play by the ..................................... . . ... . . ... . . . b back to one c be thrown in at the deep . . . .. ...... . . . .. . ... . . . . ... . d move the . e be ... ...................................................... for an idea f be a front g be on the h deal someone a knock-out score an own j

be neck and

k throw in the

66

neck

runner

stumped

square

rules

Listening

Part 1

1 Look at the pictures. What forms of alternative medicine do they represent? Explain what the treatments involve and what problems they might be used to treat. acupressure

hypnotherapy

herbalism

acupuncture

Exam practice 2

1·25 You will hear three different extracts. For questions 1-6, choose the answer CA, B or C) which fits best according to what you hear. There are two questions for each extract.

04 )>>

Extract 1: You hear part of a conversation about alternative medicine. 1 How did the woman feel before her first session of hypnotherapy? A distrustful B enthusiastic C fearful 2 What do the man and woman agree about? A the effectiveness of alternative medicine B the addictive nature of hypnosis C the hidden powers of the brain

....

Extract 2: You hear a woman talking on the radio about the power of hypnosis . 3 The woman says people's attempts to give up smoking often fail because of A the lack of encouragement from friends. B the desire to retain the freedom of choice. C their own lack of motivation. 4 She suggests that hypnotherapy can also enable you to A help others to deal with stress. B put yourself in a totally hypnotic state. C cope with your own anxieties. Extract 3: You hear a journalist talking about diagnosing patients travelling by plane.

Tip In the exam, the three extracts will all have a completely different theme and style. Read the questions and options carefully in the 15 seconds given before the recording starts.

Talking about feelings

S What comment does the journalist make about people travelling? A They feel apprehensive about long-distance travel. B They are terrified of needing medical help when travelling. C They are prudent enough to take a first-aid kit on a long journey. 6 According to the journalist, on one airline passengers can be reassured by the fact that A there is always one qualified doctor on board. B all flight attendants have undergone medical training. C a patient can be monitored by doctors elsewhere. 3 Complete a-e using a word from the list below and a suitable preposition. All the words appear in the listening. More than one answer may be possible. craving sceptical suffering addicted apprehensive fascinated

a I was very

trying hypnosis.

b I thought I was becoming

sleeping pills.

c I'm . . ... . . ............... .... . .... . . . . . ... . the human brain. d Occasionally I have a . ........ ........................... ...... a cigarette. e I am . . ... . .... ....... ... . . .... ................... .. a lot of stress at the moment. Your views

4 Discuss these questions. a What kinds of cures do you find most effective if you're feeling ill? b Can alternative medicine ever be a more effective cure than conventional medicine?

67

Speaking

Part 2

A

B

c

D Promoting a healthy lifestyle

Tip CD

.... 'c::s

1 List as many words as you can which are connected with the pictures.

Discuss ideas together and give reasons for your suggestions. Encourage your partner to contribute to the discussion. Don't worry if you disagree but respect your partner's opinions.

Being less direct

Exam practice 2 04 )>> 1·26 Listen and make a note of what you have to do in the first phase of the task. 3 Now work with a partner and do the task. Remember, you have about one minute to do this phase of Part 2. 4 04 )>> 1·27 You will hear eight pairs of sentences. For each pair, decide which is more polite and why. 5 04 )>> 1·28 Listen and make a note of what you have to do in the next phase of the task.

6 Now work with a partner and do the task. Remember, you have about three minutes to do this phase of Part 2. Try and use some of the language in 4. Useful vocabulary get the message across stand out attract the attention of the reader makes much more of a statement Your views

make an impact striking/successful image grab your attention

7 In small groups, discuss the following questions.

a To what extent do you think parents can encourage their children to lead a healthy lifestyle? b Why do you think governments try to encourage people to be as fit and healthy as possible? c Should sport be a compulsory part of a school curriculum ? Why/Why not? d Some people say that good health is just a matter of luck. What's your opinion?

68

Writing

Part 2, Article


1 Read this exam task and answer questions a-d. A health magazine has invited readers to write an article about significant changes to lifestyles in their own country. Write your article (280-320 words) giving details of changes and your opinion on the positive and negative impacts of these changes. a Who are the target readers? b What expectations of the article might readers have? c What style of writing would be appropriate to this article? d Write an outline plan of how you would approach this task. Compare your outline with your partner's.

Text analysis

2 Read the article and answer questions a-d. a How is the article different from a formal essay? b Are the writer's opinions clear? Do they present different perspectives? c What specific words or phrases make the style informal? d What persuasive devices does the writer use?

c ::s

;:;:

Busy, busy, busy With obesity having shot up across the globe to dangerously high

time without a washing machine or dishwasher: We now have so

levels in recent years, it is little wonder that people have started

many conveniences in our lives that allow us such drastically better

to ask why. True, diets have changed; we all know that we live in a

lifestyle choices that at times it can be difficult to picture these in

McWorld, hunting and gathering our food from fast-food outlets

a negative way.

and supermarket aisles, but it can't al l be down to diet, can it? Technology has changed modern life to such an extent that few

Without doubt there are positives to these changes. The number of people who suffer debi litating injuries at work is min iscule in

aspects of life today bear any resemblance to lives only a couple

comparison to the past. Fewer hours working and more efficient

of generations ago. Just taking jobs as an example, how many of

transport are all to our benefit in allowing us a greater amount of

us today spend twelve hours a day on our feet physically slogging

leisure time. At what cost though? We may save a few hours a day

ourselves into the ground? Or how many fam ilies could you

travelling and enjoy less physically demanding working conditions,

imagine li ving without a car? Kids walking to school, parents going

but is this really worth it when the cost to our health and life

to half a dozen local shops, on foot, to buy the week's food, family

expectancy is so high? Modern lifestyles have become shockingly

holidays by bus to the nearest seaside town. Take Tina Jameson, a

sedentary and in combination with the deterioration in diet this is

mother of two who has to juggle home and a part-time job. She

surely creating a ticking time bomb for modern humanity.

says" haven't got time to wa lk anywhere. But I'd have even' less

Writing skills: exemplification

3 Read the article again. Underline the examples the writer gives to support each main idea. 4 Discuss with a partner how some of the examples are similar in style. How are the examples introduced?

69

5 Expand the following main ideas into paragraphs giving examples. Use pronouns to involve the reader personally in the examples you give. a Modern technology means many people can now do a range of things at home that once required them to leave the house. b Few jobs today require any physical exertion whatsoever. c Shockingly, in Western countries this is the first generation that is expected to live a shorter life than their parents. Persuasive devices

6 Read through sentences a-k. Decide what type of persuasive device is being used in each one. a That's the truth, the whole truth, and nothing but the truth. b Can we honestly call ourselves human when we let such injustice go unchallenged? c I'm sure you will agree that trampling over their rights is simply unfair. d The fast food industry is responsible for pumping salt and goodness knows what else into our children's bodies. e For behaviour like this to be taking place today is nothing less than dirty, disgusting, and despicable. f I despise fitness routines. I despise healthy eating. I despise yoga. g The economy is on its knees, begging for forgiveness . h There are a thousand reasons why more research is needed on the dangers of a sedentary lifestyle. The argument for a proposed tax on high calorie foods is as flimsy as a philanderer's promise. In an age of pressurized happiness, we seem to have grown insensitive to simple pleasures. k Fame makes men proud; failure makes them wise. 7 Look at the suggested topics below. Write sentences using the persuasive devices above.

dieting healthy foods

exercising lifestyles

Exam practice Tip Providing examples to illustrate the point you are trying to make can help clarify ideas. It also adds interest and personalization to an article.


8 Read the exam task below. Use the checklist below to help you write your answer. A health magazine has invited readers to write an article about significant changes to diet in their own country. Write your article (280-320 words) giving details of changes and your opinion on the positive and negative impacts of these changes. Stage 1: Read Who will read the article? Stage 2: Think What are the most significant changes? What have been the positive and negative consequences? Stage 3: Plan Make a detailed plan using this structure if you wish: Main changes - Positive impact - Negative impact - Your opinion Stage 4: Write Use language that will capture your reader's interest. Stage 5: Check Is the register appropriate? Will it capture your reader's interest?

70

Introduction 1 Discuss these questions. a What do the expressions digital native and digital immigrant mean to you? b Look at the matrix. Mark where you would place yourself in the matrix. Then compare with other students. Which was the most/least popular choice?

2 Which of these statements do you think are true and which are false . Mark them Tor F. a The composition of the human brain is changing because of exposure to technology. b Exposure to digital technology has very little effect on our behaviour and feelings. c The brain has the capacity to focus equally on both technological and social skills.

The current explosion of digital technology is not only changing

3 Read the abridged extract from an article below to check your answers. 4 Circle the words in the text that are synonyms of the word change . How are they different in meaning? Can you think of any other synonyms for change? 5 Discuss these questions. a How would you define fundamental social skills? b In your view, are people becoming too insular because of technology? c Do you agree or disagree with this statement? Why?

The need to produce an instant response to online messages has had a damaging effect on the way we communicate with each other.

Besides influencing how we think, digital technology is altering

the way we live and communicate but is also profoundly altering

how we feel and how we behave. (...) We rely on the Internet for

our brains. Daily exposure to high technology - computers, smart

entertainment, political discussion, and communication with

phones, video games, search engines (.. .) - stimulates brain cell

friends and co-workers. As the brain evolves and shifts its focus

alteration and neurotransmitter release, gradually strengthening

towards new technical skills, it drifts away from fundamental social

new neural pathways in our brains while weakening old ones.

skills, such as reading facial expressions during conversation or

Because of the current technological revolution, our brains are

grasping the emotional context of a subtle gesture.

evolving right now - at a speed like never before. Extract from Scientific American Mind

71

Reading &

Part 3

Use of English

Vocabulary realist

1 Look at the diagram showing words and phrases connected with the word real. Can you find two words in the diagram that should not be there? Why? Can you add any words to the diagram?

2 Work with a partner. Prepare diagrams for the words below. When you have finished, compare your answers with the rest of the class. legal

care

appear

3 For each word a-i, write words that can be made by removing the affixes.

>C') o

Example: counterrevolutionary - counterrevolution, revolutionary, revolution

'0

c .c u

a nonconformity

d misrepresentation

g reconstruction

..

b disrespectfully

e proportionately

h differentiation

c disentangle

f uncoordinated

Cl

' o!S

interchangeable

4 Quickly read the text below, ignoring the gaps and the words in capitals. Find out what threat to the world it is focusing on.

Cl U

C Cl

'u

- - Tip

(I)

You may need to make one, two or more changes to theword given.

[

Exam practice 5 Read the text again. For questions 1-8 use the word given in capitals at the end of some of the lines to form a word that fits in the space in the same line.

The cosmic game of darts 'The End of the World is Nigh!' screamed newspaper (0) . . 1J.~1!!41;"1!!~$ that a massive asteroid was heading (1).

recently after astronomers warned

. .... . for Earth. It was predicted that the mile-wide

asteroid ZF11 would hit the Earth in 2028 with (2) . . of science fiction, but for a while it seemed (3) ..

. ............... ... consequences. It sounded like the stuff . .... threatening. Then suddenly, the danger

HEAD AVOID CATASTROPHE ALARM

disappeared. New calculations showed that the asteroid would miss by 600,000 miles - only fairly close in

SIGNIFY

astronomical terms, but in practical terms a fairly (4) ............... ............... risk. ZFll may not pose a danger, but the threat of other strikes still looms, and there is (5) .....

evidence of past asteroid strikes. One of the most (6)

.. . of these is the crater in the Yucatan

ABOUND ORDINARY

Peninsula which measures some 200 km in diameter. It is thought that this is the impact site of an asteroid that struck sixty-five million years ago, wiping out the dinosaurs and leading to the destruction of 70% of the Earth's species. Scientists believe that it is only a matter of time before another celestial hulk hits home in this giant game of cosmic darts. But what really worries astronomers is the (7) few of the asteroids near the Earth. There are (8) . about.

72

that they have identified very

. ......... thousands more that they do not know

REAL FORTUNATE

Grammar Stative verbs

See notes page 156

6 Read this extract from the reading text. Then answer the questions below. Give

reasons for your answers. 'Scientists believe it is only a matter of time before another celestial hulk hits home in this giant game of cosmic darts . But what really worries astronomers is the realization that they have identified very few of the asteroids near the Earth.' a Would it be correct to use 'are believing' instead of 'believe'? b Would it be correct to use 'is really worrying' instead of 'really worries'? c Can you find other examples of stative verbs in the text? 7 Look through the list of common stative verbs below and classify them into the following categories: senses, possession, thinking, emotional states, appearance, and others. Then add other examples to each of the categories. believe involve contain depend on doubt dislike belong to mean mind smell seem regard taste Simple or continuous

own

8 Complete a-i with the correct form of the words in brackets. Where you think more

than one form is correct, write both forms. a I (think) about getting an electric car for some time now, but I'll have to put it off until next year because I can't afford it. b 'Are you OK? You don't look very well.' 'I ........................................................ (feel) fine.' c It seems to me that you ................................................... .. (be) too simplistic in your attempt to describe what black holes are. d You can tell your IT department that you have somehow managed to import a virus into your computer, but I (not/imagine) they will be all that sympathetic.

Cl ID $ID

... ID Cl

(you/ need) the computer tonight? I've got a report to write.' (like) it more and'more.

I used to know lots of formulas by heart when I was studying maths, but as I get older I find I (remember) fewer and fewer, Nouns and -ing forms

III

::s

f According to research, there (appear) to be a strong link between an asteroid hitting the Earth and the extinction of the dinosaurs. h At first I found physics very difficult, but now I . . . . m

;:;:

Cl ID

e I (mean) to have a chat with you for a while about that fantastic new television series focusing on the planets.

g

c ::s

9 Look at this sentence from the reading text. Would it be correct to use realizing

instead of realization? But what really worries astronomers is the realization that they have identified very few of the asteroids near the earth,

10 Decide whether a-h are correct or not. Correct the ones that are wrong. a The threatening of asteroid strikes has been seriously underestimated by scientists. b Our understanding of how the human brain works has increased hugely over the past ten years, c The discovering of penicillin was one of the greatest of the 20 th century. d Successful marketing has resulted in increased sales of low-energy light bulbs, e The increasing in the number of electric cars being sold is an encouraging sign for anti-pollution campaigners. f One day, space travelling for the masses will be a reality, g Our ability to predict volcanic eruptions depends on our accurate reporting of seismic activity. h The nuclear power station undergoes regular health and safety inspecting.

73

::r ::s o o cc

'<

Reading &

Part 6

Use of English 1 Quickly read the main text below, ignoring the missing paragraphs. Find out where the place in the photographs on page 75 is located and what goes on there . Task preparation

2 Now quickly read through the paragraphs on page 75 which have been removed from the main text below. Underline any words you think might help you to find their correct place in the text.

Heavens on Earth The white and silver buildings of the VLT or Very Large Telescope

see the inside of one of the telescopes. They have all been named in

at the ESO (European Organisation for Astronomical research

the indigenous Mapuche language following a competition among

in the Southern Hemisphere) stand tall and imposing on top of

Chilean schoolchildren.

a mountain shining brightly under the desert sun. At night they

11

come alive, the outer walls open up and silently slide through

Once these have been completed, the telescope is handed over

360 degrees, allowing an uninterrupted view of the Southern

>en

o o

s:: .r:.

Hemisphere sky. Inside, a giant eye looks deep into the stars and

to the team who will operate one or more of the telescopes from

beyond, looking for life, mysteries and making sense out of the

a control room. All night long these giants will be moving and

darkness.

pointing to the sky helping the scientists unravel new problems .

Cl

D

Cl)

.pi

~

Getting to the place is a journey of discovery in itself. After

Cl)

Cl

figure. Standing in the shadow of the VLT, one wonders what all this

s::

leaving the Pacific Ocean, you head south and hook up with the

Cl

Panamericana Highway and into the desert, the driest on Earth. It's

Cl)

(/)

Fourteen countries contribute around 160 million euros to their joint astronomical cause, and Paranal is allocated 20% of that taxpayers' money buys.

a two-hour drive to the observatory, but it feels longer as the harsh light, the rocky, dusty desert, the complete absence of any form of

They all answered with the usual 'finding out where we came

life, except for the giant trucks plying their trade along the highway,

from, where we are going, are we alone in the universe ... ?' And, as

is unsettling.

the ESO has no commercial use and is a not-for-profit organization, it's easy to imagine these scientists indulging in their research and being cut off from reality.

The reason, we are told, is simple. Astronomers need a clear

view of the sky at night. Optimal conditions are to be found in deserts; there are fewer of the negative factors like light pollution

One of Paranal's great achievements was the discovery of a

that can make the four telescopes which form VLT work less

planet outside our solar system. It is huge: five times bigger than

effectively. Here no lights are allowed after dark, all windows are

Jupiter, and the work being done now is aimed at understanding

screened, and even the main residence where 108 people sleep,

the physical and chemical composition of this, and other, giant

leaks no more than 40W when the lights are turned on.

Earth-like planets. Truly a quest for life in outer space.

IJJ These monsters and their smaller auxiliaries bring to mind the

'We needed even sharper images to settle the issue of whether

set of Star Wars. But at sunset, they take on another look. This

any other configuration is possible and we counted on the ESO VLT

could be Stonehenge, another magic circle where our forefathers

to provide those; says Reinhard Genze!, director at the Max-Planck

tried to make sense of the stars. Soon after arriving, we are taken to

Institute for Extraterrestrial Physics. 'Now the era of observational physics has truly begun:

74

Exam practice -

Tip - - - -

Check carefully that the missing paragraph not only follows on logically from the one before but also links coherently with the one after it.

3 Choose from paragraphs A-H the one which fits each gap (1-7) in the main text. There is one extra paragraph which you do not need. Missing paragraphs A But talking further revealed a simple truth: that having pretty much discovered all there is to know about our world on the Earth, astronomy looks at the vast Terra Incognita which surrounds us. These scientists see themselves very much as a mixture of Renaissance men and women: all questing for further knowledge . B Every evening an engineer is assigned to one of these telescopes and his or her job is to get it ready so that it can then be taken over at night by a three-person team. The engineer runs through a series of tests in preparation for the work which will be done later that night. C The central unit inside weighs 450 tonnes and houses the main 8.5 m mirror. A second, smaller mirror is made from beryllium, a rare metal. The external walls can all slide open to allow the telescope to point in any direction as it rotates soundlessly on its base. D As we drive further into the desert, the road starts to rise gradually, with hills and steep valleys all around us. The environment is harsh in the extreme and it's hard to imagine that a community of European scientists have chosen this place to establish a world-leading laboratory. E It is a question that many in Paranal find a little difficult to answer. Maybe because scientists, due to the nature of their research and also, maybe, their mindsets, tend to focus on very specific areas of competence and therefore are not required to have a broader 'strategic' view. F The other big consideration in the desert is the absence of cloud cover and, higher up, the lack of atmospheric dust and all the other interference caused by humans or nature which contributes to partially hiding the secrets of the universe. 'Twinkle, twinkle little star' is just what astronomers do not want to hear, as this means there is debris between the eye, the telescopes and the stars. G We are in Paranal, in Chile's Atacama Desert, where at 2,600 m above sea level, Europe has its most advanced astronomical observatory. It's a leading site, ajoint undertaking by fourteen European countries focused on developing the most advanced scientific tools for observing the universe and enhancing the knowledge base for industry, education and culture.

:::s

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....I'D o

::r :::J o

o

to

'<

H Astronomers have also used the data from VLT for another purpose - to attempt to find out how old the universe is. It seems that the oldest star is 13.2 billion years old, which means the universe must be even older. They also use VLT to look into galaxies beyond ours, and where they continue to find evidence of supermassive black holes, where all kinds of violent activity occurs.

Text analysis

c

4 Work through a-j, referring to the text (i-viii) and missing paragraphs (A-H). a What literary device does the writer use to successfully create an atmosphere of how impressive the buildings are? (i) b What does the word unsettling refer to? (ii) c Why does the writer use a semicolon after deserts? (iii) d What is the writer referring to when he mentions Star Wars and Stonehenge? (iv) e Why does the writer use the pronoun one in the last sentence? (v) f Why is there no verb in the final sentence ofthis paragraph? (vii)

g What does the writer mean by Terra Incognita? (A) h Why might the scientists consider themselves Renaissance men and women? (A) What does the writer mean by the word mindsets? (E) What might the words twinkle, twinkle little star come from? (F) 75

Vocabulary 5 Match a-h with their definitions 1-8. All the words appear in the text.

Words describing light

a imposing

1 disturbing

b leading

2 searching for

c undertaking

3 improving

d enhancing

4 venture

e plying (their trade)

5 enjoying something that might be considered bad for you

f unsettling

6 most prestigious

g indulging

7 striking

h questing

8 doing your work or business

6 The word twinkle is used in the text to describe a light which changes constantly from bright to faint. Match the words on the left with their meanings on the right. a sparkle

1 shine unsteadily or keep going on and off

b flash

2 shine brightly, especially with reflected light

c glow

3 shine in a bright but brief or sudden way

d shimmer

4 shine with a soft, tremulous light

e gleam

5 give out steady light without a flame

f flicker

6 give out or reflect small flashes oflight

>g)

g glint

7 shine brightly with flashes of light

0 0

h glisten

8 shine with a sparkling light, especially something wet

c:

7 Complete a-h with a word from the list above in its correct form.

J:

(J

....

a The pavements were

~

b The window cleaner polished the glass until it . . . . . . . . . . . . . ..... . . . ..

Cl)

Cl)

c The candle flame

(J

c:Cl)

d The diamond rings

(J (/)

after the heavy downpour of rain . as the wind blew through the open window. in the jeweller's window.

e The light from the warning beacon

,...

f As we sat on the beach, the sea

:!::

g Sally noticed the the theme park visit.

c:

::::s

every ten seconds. in the sunlight.

of excitement in her son's eyes as she mentioned

h The solar lights look attractive .... . . ... . . ..... . .... . . . . .... . . . ..... . . . . in the garden at night . 8 .. )~ 2·01 Listen to an extract from a humorous science-fiction novel called The Hitch-hiker's Guide to the Galaxy. Then answer these questions.

a What are the two men waiting to hear? b What does the computer tell them? c What problem has the computer identified? d Did you enjoy listening to the extract? Why/Why not?

76

Listening

Part 2

1 Discuss these questions. a What are the most common features of science-fiction TV series, films and books? How have these features changed over the years? b What possibilities do you think science fiction might explore in the future? c Why do you think so many people find science fiction interesting? 2 You will hear a talk about the first science-fiction book written by Mary Shelley. First, read through the questions and decide what type of word or information might be needed.

-'0_ and her father had very high

Mary's mother was a high-profile IL_ _ _ _ _ expectations of her.

--'0_ when Mary was a

Her father often took her to see her mother's LI_ _ _ _ _ young child.

One evening, Mary and Sheliey stayed with their friend Lord Byron because a I

11 prevented them from getting home.

....

During the course of the evening it was suggested they should each try to come up

11.

with al It was when Mary had a I

El that she got the idea for the Frankenstein novel. Victor Frankenstein is a I 11 in the story. The creature only becomes murderous when Victor refuses to create a I 11

III

for him.

....CD

Despite the success of her novel, Mary

had;::...-..:m~a:.:.n:!"YJcI= ===;=

;---___ 11_: in

(')

CD

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CD

Qo

her life.

(')

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It was ironic that Mary did not live to see IL-_ _ _ _----'I1." •.

2-

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Exam practice

- - Tip Keep an open mind about what the missing words might be and remember that you will lose marks for incorrect spelling.

_ _ _ _ _ _ _.....1

3

~ )>>

2 '02 Now listen and for questions 1-9, complete the sentences with a word or short phrase.

4 Were you particularly surprised or impressed by anything you heard about the life of Mary Shelley? Why/Why not?

Vocabulary Science and technology expressions

5 Explain in your own words what the expressions in italics mean. a Their new car design puts them light years ahead of their competitors. b The Chinese economy has gone into warp speed. c Society is made up of atomic individuals pursuing private interests. d We're all waiting for the big bang when the company's taken over next month. e The government's decision to review funding for schools is a quantum leap for education. f I don't know where the money goes. It just seems to disappear into a black hole. g Most of the cast are unknown to the public, but the famous actor in the lead role brought some Hollywood stardust to the play. h Despite some initial opposition, I think the project has finally got clearance for lift-off.

77

Speaking

Part 3

1 Which two abilities are candidates NOT assessed on in the Speaking test? a extending your answers b avoiding unnecessary hesitations c understanding what your partner is saying d speaking clearly enough for others to hear you e expressing ideas precisely f collaborating in Part 3 g coming up with the right answer h being polite and encouraging to your partner responding appropriately j

using a range of appropriate vocabulary

k using a range of grammatical structures accurately 2 04 lj) 2·03 Listen to two students talking about one of the images depicting a technological advance. Which image are they talking about?

>-

Cl

3 04 lj) 2·03 Listen again. Tick the expressions they use to talk about its consequences and effects.

.2 o

c

.c

It's led to ...

It's had very little impact on ...

....

It's resulted in ...

That's been a very positive step .

Cl)

It has a rather negative effect.

have a knock-on effect

c

And as a consequence ...

u

Cl)

o!S

u

Cl)

'u 1/1

4 Work with a partner. Look at the images depicting three other technological advances. Decide if their use has had largely positive or negative results. Try to use some of the expressions in 3. 5 Compare your ideas with another pair of students. Did you agree on whether the effects were beneficial or not?

Exam practice - Tip --~-...

In the exam, you will not have the time or opportunity to make notes so you will have to think quickly about what you are going to say.

6 Work with a partner. Make a short list of other recent technological advances. Then " each choose one of the ideas from your list. You are going to give a short talk about it. First, make notes about: the positive effects it has had on our lives the negative effects it has had on our lives how it might develop in the future 7 Using your notes, take it in turns to tell your partner about the technological advance you have chosen. Try to speak for about two minutes.

Responding Exploring the topic

78

8 After your partner has finished speaking, say whether you agree or disagree with what they have said. Give reasons for your opinions. 9 04 lj) 2·04 Now listen to some more general questions about technology. Discuss your answers with a partner.

Writing

Part 1


1 Read the two Part 1 texts. What are the two main points in each text?

The changing world of work Technology has dramatically altered the world of work in the last century. Previously, many tasks that were undertaken by hand are now carried out by machine and many processes are now fully automated. In recent years, many of these changes have resulted from improvements in telecommunications that allow for remote working. These mean that companies can save money as they do not need to accommodate so many staff in one location or pay their employees to travel around the country or abroad. In addition, companies can make savings by being more flexible about where their offices are based. Text analysis

Work-life balance Whilst technological changes have clearly had a number of benefits for companies, the same could perhaps not be said for families. More and more people are working from home, which is causing a blur between the boundaries of the home environment and the work environment. It also means that people are starting to work longer and more irregular hours, especially as more and more business is done internationally. Consequently, many families are feeling an additional and unwelcome strain.

2 Read the sample essay and answer questions a- c. a What is the main topic of each paragraph?

c

b Underline the parts in each paragraph that paraphrase ideas from the texts .

:::s

....

c Circle examples of evaluative language that the writer has used.

en

o

Both texts highlight how technology now plays a significant part

my view, unless an individual working from home is fortunate

in many people's lives at both home and work. The first text

enough to own a large property, their work space is often the same

o

discusses how, for compan ies, technology has brought a number

room where the family relax. Also, home workers are less likely to

Ro

of cost-saving benefits. However, according to the second passage,

finish their work at a set time, meaning that the home and work

the increasing number of people who work remotely is having a

environments are merged. As a result, employees may work more

detrimental impact on family life that needs to be addressed.

hours and at inconvenient times, placing pressure on themselves

The first text explains that technology has transformed the world of work over the last century. In recent times, telecommunications advances have helped companies to cut their

CD

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CD

....

CD

o

::T

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o o

and their family.

CC

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In conclusion, like other periods such as the Industrial Revolution, I would argue that technological advances bring both

costs, specifically by enabling staff to work off-site. Not only have

positive and negative changes for everyone. In this case, however,

these developments involved a reduction in office space, they also

it could be said that the positives are firmly on the side of the

mean that people working for large companies do not have to

employer and the negatives on that of the employee. I feel that until companies acknowledge the significance of this, the situation

travel so much. However, whilst the benefits of these changes to firms are

is likely to get worse.

obvious, text two questions whether they benefit families. In

Evaluative language

3 Complete sentences a-e with a suitable word. a His argument .... . .. . . . . ... . .... . . . . ... . . ... .... . . ... on the premise that all technology is good. b While I with the claim that technology has some drawbacks, I would not so far as to say that technology is useless. c In that readers cannot live without mobile phones, the writer fails to ... . . . . .................................. ... . . .. into account the fact that many readers rely on such devices. d This argument does not fully the question of whether technology really provides us with more free time. e There is no evidence to . ... .. . .. . ... . ... . . ... . .... . . . the claim that exposure to too much technology is detrimental to our health. 79

Writing

Part 1


1 Read the two Part 1 texts. What are the two main points in each text?

The changing world of work Technology has dramatically altered the world of work in the last century. Previously, many tasks that were undertaken by hand are now carried out by machine and many processes are now fully automated. In recent years, many of these changes have resulted from improvements in telecommunications that allow for remote working. These mean that companies can save money as they do not need to accommodate so many staff in one location or pay their employees to travel around the country or abroad. In addition, companies can make savings by being more flexible about where their offices are based. Text analysis

Work-life balance Whilst technological changes have clearly had a number of benefits for companies, the same could perhaps not be said for families. More and more people are working from home, which is causing a blur between the boundaries of the home environment and the work environment. It also means that people are starting to work longer and more irregular hours, especially as more and more business is done internationally. Consequently, many families are feeling an additional and unwelcome strain.

2 Read the sample essay and answer questions a- c.

a What is the main topic of each paragraph? b Underline the parts in each paragraph that paraphrase ideas from the texts. c Circle examples of evaluative language that the writer has used. III (')

Both texts highlight how technology now plays a significant part

my view, unless an individual working from home is fortunate

in many people's lives at both home and work. The first text

enough to own a large property, their work space is often the same

discusses how, for companies, technology has brought a number

room where the family re lax. Also, home workers are less likely to

of cost-saving benefits. However, according to the second passage,

fin ish their work at a set time, meaning that the home and work

the increasing number of people who work remotely is having a

environments are merged. As a result, employees may work more

detrimental impact on family life that needs to be addressed.

hours and at inconvenient t imes, placing pressure on themselves

(I)

::l (')

(I)

The first text explains that techno logy has transformed the world of work over the last century. In recent times, telecommunications advances have helped companies to cut their

...

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::l

and their family.

CC

'<

In conclusion, li ke other periods such as the Industrial Revolution, I would argue that techno logical advances bring both

costs, specifically by enabling staff to work off-site. Not only have

positive and negative changes for everyone. In this case, however,

these developments involved a reduction in office space, they also

it could be said that the positives are firmly on the side of the

mean that people working for large compan ies do not have to

employer and the negatives on that of the employee. I feel that until companies acknow ledge the significance of this, the situation

travel so much. However, whilst the benefits of these changes to firms are

is likely to get worse.

obvious, text two questions whether they benefit families. In

Evaluative language

3 Complete sentences a-e with a suitable word.

a His argument on the premise that all technology is good. b While I with the claim that technology has some drawbacks, I would not . . . . w w so far as to say that technology is useless. c In that readers cannot live without mobile phones, the writer fails to ........................... . . . . . . . .... . ... . . . . into account the fact that many readers rely on such devices. d This argument does not fully the question of whether technology really provides us with more free time. e There is no evidence to ................................................. .. . . the claim that exposure to too much technology is detrimental to our health. 79

4 Look at a-i. Decide if the words in italics have a similar or different meaning. If the two words are different, how are they different? a The first textfocuses on / broaches the subject of whether .. . b The author touches on / argues the need for increased ... c The writer maintains / asserts that the teaching of ... d The second text claims / asserts that we must set aside ... e The writer states / argues that there is no correlation between ... f The author rightly highlights / emphasizes the risks of .. . g The writer purports / professes to have a doctorate in .. . h The writer addresses / explores the issue of ... Text one contends / maintains that there are no ... 5 Rearrange the words in a-e to make sentences. a first text's basic assumption the author of the that technology is inherently evil is wrong had on healthcare impact it has considering the positive b the positive impact evil technology is having dismissed of technology on our explain how inherently lives, the first text goes on to c are now irreversible the author argues not only that technology is corrupting our young but also that its effects d second text, in reading the one may well all society's ills be the saviour of be convinced that technology will

:0-

m

e of the first text what the writer science to save lives people depend on fails to consider is the fact that a large number of

oS! o c .c (,) Q)

...

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Exam practice

Q) (,)

.......- - - Tip -~--

Q)

Try to use a range of evaluative language in your answers.

c

'(3 Ul

See Writing guide p138

6 Read the exam task below. Use the checklist on page 135 to help you write your answer. Read the two texts below. Write an essay summarizing and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in your answer. Write your answer in 240-280 words.

An end to commuting?

Cars and better transport infrastructure have created a society in which very few people live near their place of work. Consequently, numerous people spend around two hours every day commuting to work. For many people a daily commute can take up to six hours, while others choose to live in one location Monday to Friday and another at the weekend to avoid this. Advances in telecommunications could result in these commutes no longer being necessary as people are able to work from home. Ultimately, this could significantly save people time and reduce the levels of stress associated with commuting. Office life Telecommunications technology permits a greater number of people to work from home or to work in locations remote from other staff of the same company. Many people now do not have one fixed location for work and often work on the move. Unfortunately, this can have a negative impact on staff motivation. The sense of team spirit with a common purpose is something many people find pleasurable. This camaraderie and positive atmosphere helps companies to recruit and retain good members of staff and by underestimating this factor companies could be losing out on the best employees.

80

S10P

III

:e

Aa

o "'I

CCD "'I

Introduction 1 Complete the definitions of human rights using these words. entitled freedoms status human virtue race

ethnic

basic

Human rights are (1) .... . .......... rights and (2) . .. that all people are (3) to regardless of nationality, sex, age, national or (4) . . . . . . . . .......... . . . .. . . .... . . . . . .. origin, (5) .. , religion, language, or other (6) (Amnesty International) These rights are conceived as universal and egalitarian, with all people having equal rights by (7) of being (8) (Universal Charter) 2 What do you think are the three most important human rights? Discuss your ideas in pairs or small groups. 3

~ )>>

2·05 Listen to someone talking about human rights . Decide whether these statements are true or false according to what you hear.

a The concept of human rights was conceived a very long time ago. b Human rights abuse is less of a problem now than it was in the past. 4 What is the grim reality that the speaker refers to in 3? 5 Were you surprised by any of the information you heard in 3? Why/Why not? 6 Brainstorm as many words as you can that collocate with the words in this list. crime punishment rights

rules

Example: equal rights, violate rights, human rights abuse 7 Now use some of the collocations you found to form questions to ask other students. Example: Can you think of a situation in which people do not have equal rights?

81

Reading &

Part 4

Use of English

1 Discuss these questions. a What kinds of punishments would be suitable for these crimes? blackmail

arson

computer hacking

manslaughter

shoplifting

fraud

libel

reckless driving

tax evasion

b Are there any crimes in your country that are currently receiving a great deal of attention from the media? c Can you think of any crimes that are seen as less serious now than they were in the past? 2 Read the text below and answer these questions. a What was Owen accused of? b Do you think his actions were justified ? Why/Why not? c What do you think the jury decided? Turn to page 164 to see if you were right.

A crime of passion Reaching a verdict can be an extremely difficult and complicated

enforced. Owen let the event take over his life entirely, becoming

process, and juries sometimes have to balance a sense of justice

unable to lead a normal existence. He traced Taylor to his home in

against knowledge of the law.

Kent, and confronted him in the street. With a sawn-off shotgun

Take the case of Stephen Owen, whose twelve-year-old son

he fired twice at Taylor at point blank range, hitting him in the

Darren had been killed after being knocked off his bicycle and

back and his common-law wife, Alison Barratt, in the arm. They

crushed by a lorry. Mr Taylor, the lorry driver, left the scene without

survived, but Owen was charged with attempted murder.

reporting the accident. The police tracked him down, only to

At his trial, the prosecution said that his shooting of Taylor

d iscover that he had never had a driving licence. Mr Taylor showed

had been premeditated, but Owen claimed to have fired the gun

no remorse for what he had done, which greatly distressed the family.

in a moment of near insanity. At the end of the trial, the judge

He was banned from driving and sentenced to eighteen months in

told the jury: 'Any parent must feel sympathy, understanding and

prison for reckless driving, but served only twelve months.

compassion for a father or mother who receives a phone call only

Stephen Owen could not get over the death of his son. He

to hear of the death of a child: But he warned the jury not to be

was shaken by how quickly Taylor had been released from prison.

swayed by understandable sympathy for Owen, and advised them

W hen he discovered that Taylor had not stopped driving after his

to concentrate on whether Owen had any intent to kill at the time

release, he wrote a lett er to the Queen to ensure that the ban was

of the shootin g, regardless of what had hap pened beforehand.

82

Grammar Gerunds and infinitives

See notes page 157

3 Read the text and underline examples of gerunds and infinitives. Can you see any

patterns in how they are used? 4 Write sentences of your own using the same gerund or infinitive constructions that you underlined in 3. Purpose or result?

5 What is the difference between the use of the infinitive in these two sentences from

the text? How does only change the meaning of a? a Th e police tracked him down, only to discover that he had never had a driving licence. b He wrote a letter to the Queen to ensure that the ban was enforced.

6 Complete a-e using to or only to and a suitable word. a Rod arrived at the airport check-in desk

that his passport had expired.

b The customs officer waved the car over to the inspection shed contents of the car boot.

the

c The judge adjourned the trial ................................................... the defence more time to prepare. d The prosecuting barrister arrived in court . . . . . . . .... . . ...... .. ... . .. . .... . . . . . . that an important witness in the case had not turned up. e In order . . . . . ........................................ . . your safety, the wearing of seat belts on the coach is compulsory. 7 In the following pairs of sentences, decide whether the verb should be in the infinitive or the gerund. Is there a difference in meaning between each pair of sentences? a 1 I regret (say) that we have had no success in tracing a witness to the accident. 2 I regret (not/ study) the instructions for evacuating the building more carefully. b 1 Don't worry about losing the game. We tried our best (play) by the rules and that's all anyone can ask. 2 I tried (learn) the Highway Code last night but there was too much to take in. c 1 Brad distinctly remembered (see) someone suspicious prowling around the streets last night. 2 Remember (fill in) your passport application and send the correct fee when you post it. d 1 The solicitor mentioned the existence of a will, then went on (outline) what it contained . 2 The lecturer in law went on (talk) for ages. In the end, nobody was actually listening to a word she said. e 1 The council does not permit (cycle) in this park. 2 A visa permits tourists (enter) the country for a certain period of time only. f 1 I dread (think) what Alan's going to say when he sees his motorbike has been vandalized. You know how proud he is of it. 2 Clare dreaded (have to) see her ex-husband again in court because she knew there was a danger of his becoming abusive. g 1 I meant (put) my warning triangle in the car, but I never got round to it. 2 If you do join the police force, it'll mean (work) unsocial hours. h 1 Many restaurants now stop people (smoke) even if they are eating outside. 2 The security guard stopped (check) that the front entrance was securely locked before carrying out his routine inspection of the building. S Make sentences of your own beginning with these words. I've always regretted. . . I've tried .. . I remember. .. I dread .. . I meant .. . I'm going to stop .. .

I went on ...

83

Cl

:e ~

o.., c.

..,CD

Vocabulary Crime

9 Complete a-j with the correct form of a verb from the list and an appropriate preposition. There may be more than one possible answer. accuse release acquit charge appear crack find sentence defraud ban remand arrest

lodge

a Four men have been .......... . ... . . .................. . . . . . . ... . ....................... . . . . . . . . ... . . . . . smuggling and will . . . . . . ... ... . . . . . . . . . . . . . ... . . . ... . . . . . . . . . . . . . ... . . ... . . . . . . . . .... . . . a magistrate tomorrow. b The 58-year-old man ...... . . . . . . . . . . .......................... bail.

....... ........... ............. blackmail has been . .

c The gangster was ..................... . ... . ... . . . . ... . .... guilty . . . . . . . . . . . . ... . . . . . . . . . . . . . . . money laundering. d The computer hacker was ten years behind bars. e After several motoring offences, Paul was two years. f Two teenagers have been . . ............... .. . . . . . . . . . . . . .. recent spate of burglaries.

driving for ...... custody in connection with the

g The defendants said they will an appeal ... . . . . . . . ..................................... . . . the court's decision which ordered them to pay $5 million in fines. h A man was late last night firearm with intent to commit robbery. She was relieved when the jury ... . . . . . . . . ... . ... . . . . . . . . . . . . ... . . thebank

her . . $10,000.

being in possession of an illegal .... attempting to

The police are . . .... . . . . . . . . . ... . . . . . . . .................. . . . . . . . . . . . . . . . . . . . . . . ................... . . . . . . . . ....................... . . . . . . . anti-social behaviour to curb the rising number of street gangs.

Exam practice Tip co

Gerund and infinitive forms are sometimes focused on in Part 4. Bear this in mind when you look through the questions.

J

10 Reading & Use of English, Part 4: For questions 1-6, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and eight words, including the word given. Here is an example (0). Example: Ignoring the brutal nature of the crime was not easy for me. swayed I tried ... ",~~~~Ile.SJI!p"ye.tJlly the brutal nature of the crime but it wasn't easy.

o

1 It's futile to appeal against your prison sentence. point There against your prison sentence. 2 Burglary in the home is not something most people recover from quickly. get Most people do not find a burglary in their home. 3 The visitor ignored the no-entry sign and walked straight into the Director's office. attention The visitor the no-entry sign and walked straight into the Director's office. 4 The jury couldn't reach a verdict because of the complexity of the case. prevented The complexity of the case a verdict. 5 The accused was very unapologetic about the crimes he had committed. showed The accused the crimes he had committed. 6 The local authority stopped the children from playing games in the road. end The local authority . were playing in the road. 84

Listening

Part 3

1 Look at this statue which stands above a famous court of law in London. What is the symbolic significance of the sword and the scales? 2 Explain in your own words whatforensic science means.

Exam practice 3 04 Jj) 2'06 You will hear an interview with Dr Lafford, a leading expert in the field of forensic science. For questions 1-5, choose the answer CA, B, C or D) which fits best according to what you hear.

- - - Tip - - - If you don't manage to get the answer the first time you hear the recording, don't get distracted. You will hear the recording a second tim~

1 According to Dr Lafford, Sherlock Holmes was a good forensic scientist because of his A psychological insight. B unbiased approach. e detailed observations. D medical knowledge. 2 Forensic scientists pay particular attention to A evidence of mutual contact. B items criminals have touched . e a suspect's dothing. D carpet fibres and human hair. 3 Dr Lafford mentions the broken headlight to show that forensic science nowadays is A more complex than it used to be. B just as reliable as it was in the past. e not as time-consuming as it once was. D more straightforward than it was in the past. 4 According to Dr Lafford, electron microscopes can A produce conflicting results . B sometimes damage evidence. e provide a chemical analysis. D guarantee total accuracy. 5 Dr Lafford feels that the value of forensic science lies in A how its significance to a case is explained. B the use of advanced genetic fingerprinting . e the possibility of eliminating human error. D reducing the number of possible suspects.

Vocabulary Word knoWledge: law

4 What do the phrases in italics mean? a She takes absolutely no notice of anything I say. She's a law unto herself! b Ministers seem to regard themselves as above the law. c By sticking to the letter of the law, the spirit of the law could be lost. d If politics reflects the law of the jungle, beware of the tigers! e She could have at least waited until tomorrow to lay down the law so heavily. f When we take the law into our own hands we become little better than criminals.

Your views

5 Discuss these questions. a Give a brief description of the system of justice that operates in your country. b How confident are you that you would be acquitted if you were charged with a crime that you had not committed?

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Reading &

Part 7

Use of English 1 You are going to read a text on the history of human rights. Before you read, answer the questions below. a What do you know about the history of human rights? b What do you think you might learn from the text? 2 Now read the text. What did you learn?

Exam practice Tip Remember that the text may use different words from those in the questions. If you spot the same words, this does not necessarily mean that the question refers to that particular extract.

3 Read the text again. For questions 1- 10, choose from the sections CA-F) . The sections may be chosen more than once. In which section are the following mentioned? - the view that a situation which had wreaked widespread havoc could not be repeated - a recent consensus that an event had far-reaching global repercussions treating all sides equally during military conflicts - the view that a protest against the flagrant injustice of a despotic monarch had far-reaching consequences - surprise that widespread change came about in a relatively short space of time - the suggestion that the unusual actions of a monarch were far ahead of their time - an acknowledgement that a leader was prepared to justify his actions - an expression of regret for mistakes made in the past - the importance of something which officially tried to prevent a certain type of gender discrimination - the idea that everyone should have the same opportunities for advancement

Text analysis

4 Work through a-e, referring to the paragraphs CA-F) in the text. a Find an example of a cleft sentence. Why does the writer use this? CA) b Which two words appear together but seem to be a contradiction in terms? Why? CB) c Why does the writer use a colon after the word themes? (line 36) d Find a metaphorical expression. What does it mean? CD) e Which expressions suggest an emotional reaction on the part of the writer? What do the expressions mean? CF) 5 Think of a recent human rights abuse story. Use the questions and language below to tell a partner about it. campaign petition lobby boycott sanction demonstrate rally hunger strike march

a Were any of the methods above used to tackle the problem? b How effective were they? c Are there any other methods which you think should have been used?

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A history of human rights

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In 539 BC the armies of Cyrus the Great, the first King of ancient Persia, conquered the city of Babylon. But it was his next actions that marked a major advance for the human race. He freed the slaves, declared that all people had a right to choose their own religion, and established racial equality. These and other decrees were recorded on a baked-clay cylinder in the Akkadian language with cuneiform script. Known today as the Cyrus Cylinder, this ancient record has now been recognized as the world's first charter of human rights. It is translated into all six official languages of the United Nations and its provisions parallel the first four Articles of the Universal Declaration of Human Rights. The Magna Carta, or 'Great Charter; was arguably the most significant early influence on the extensive historical process that led to the rule of constitutional law in the English-speaking world. In 1215, after King John violated a number of ancient laws and customs by which England had been governed, his subjects forced him to sign the Magna Carta, which enumerates what later came to be thought of as human rights. Among them was the right of the church to be free from governmental interference, the rights of all free citizens to own and inherit property and to be protected from excessive taxes. It established the rights of widows who owned property to choose not to remarry, and established principles of due process and equality before the law. It also contained provisions for forbidding bribery and official misconduct. On 4 July 1776, the United States Congress approved the Declaration of Independence. Its primary author, Thomas Jefferson, wrote the Declaration as a formal explanation of why Congress had voted on 2 July to declare independence from Great Britain, more than a year after the outbreak of the American Revolutionary War, as a statement announcing that the thirteen American Colonies were no longer a part of the British Empire. Congress issued the Declaration in several forms. It was initially published as a printed broadsheet that was widely distributed and read to the public. Philosophically, it stressed two themes: individual rights and the rights of revolution. These ideas spread internationally as well, influencing in particular the French Revolution. In 1789, the people of France brought about the abolition of the absolute monarchy and set the stage for the establishment of the first French Republic. Just six weeks after the storming of the Bastille, and barely three weeks after the abolition of feudalism, the Declaration of the Rights of Man and of the Citizen was adopted by the National Constituent Assembly as the first step towards writing a constitution for the Republic of France. The Declaration proclaims that all citizens are to be guaranteed the

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rights of liberty and equality. Liberty was defined as 'being able to do anything that does not harm others'. Equality, on the other hand, was defined as judicial equality, which 'must be the same for all, whether it protects or punishes. All citizens, being equal in its eyes, shall be equally eligible to all high offices, public positions and employments, according to their ability, and without other distinction than that of their virtues and talents.'

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In 1864, sixteen European countries and several American states attended a conference in Geneva on the initiative of the Geneva Committee. The diplomatic conference was held for the purpose of adopting a convention for the treatment of wounded soldiers in combat. The main principles laid down and adopted by the later Geneva Conventions provided for the obligation to extend care without discrimination to wounded and sick military personnel and respect for the marking of medical personnel transports and equipment with the distinctive sign of the red cross on a white background.

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World War 11 had raged from 1939 to 1945, and as the end drew near, cities throughout Europe and Asia lay in smouldering ruins. Millions of people were dead, millions more were homeless or starving. In April 1945, delegates from fifty countries met in San Francisco full of optimism and hope. The goal of the United Nations Conference was to fashion an international body to promote peace and prevent future war. Its ideals were stated in the preamble to the proposed charter: 'We the peoples of the United Nations are determined to save succeeding generations from the scourge of war, which twice in our lifetime has brought untold sorrow to mankind.' The Charter of the New United Nations organization went into effect on 24 October 1945, a date that is celebrated each year as United Nations Day.

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Speaking

Part 2

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F Magazine report : Civil liberties

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1 Discuss these questions.

a If you could change any laws on civil liberties in your country, which would you change? Why? How would you change them? b If you could make new laws affecting people's freedom of action and speech, what would you introduce? Why? Speculating

2 ~ D 2·07 Listen to two students talking about pictures Band D and make a note of the expressions they use to speculate about the pictures. Then compare your notes.

Exam practice Tip The second phase of Part 2 consists of two stages. Make sure you deal with the first stage before you move on to deal with the second stage.

3 With your partner, look at pictures A-F and discuss what aspects of personal safety and freedom you think they show. Use some of the expressions you made a note of in 2. 4 .. ~ 2'08 Listen and make a note of what you have to do in the next phase of the task. S Now work with a partner and do the task. Remember, you have about three minutes to do this phase of Part 2.

Exploring the topic

6 Discuss whether you agree or disagree with these statements. a All governments have the right to prevent people from doing things they enjoy but might not be very good for them, e.g. smoking and drinking. b The more you try to stop people doing something, the more they will want to do it. c Things like protest marches are not the most effective way to ensure that everyone has the same rights and privileges.

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Writing

Part 2, Report


1 Read this exam question and answer questions a-c. You recently took part in a project which aimed to reduce juvenile crime by providing a programme of voluntary education and training courses for young offenders. You have been asked to write a report (280-320 words) for the local government on the impact of this programme based on feedback from questionnaires completed by course participants. In your report you should describe the strengths and weaknesses of the programme and make recommendations. a What solutions have been implemented to tackle the problem of juvenile crime? b What ideas do you think you would find in the report and how might they be organized? c What style do you think would be appropriate?

Text analysis

2 Read this sample report and answer questions a-e.

Introduction

sessions. The voluntary nature of the course and the lack of any

This report evaluates the effectiveness of a recent training and

deterrent for such behaviour were the principle reasons. Overall,

education programme aimed at tackling the problem of juvenile

the majority of attendees completed the course. However, 5%

crime. Teenagers with a history of offending were actively

failed to do so. With no provision for income, they had resorted to

encouraged to attend free courses in disciplines ranging from IT

criminal activity for monetary gain.

to mechanics. Participants completed a questionnaire and the findings discussed in this report are based on their feedback.

approach, giving attendees the skills to break the criminal cycle

Attempts were made to increase the level of self-esteem of

rather than simply punishing their actions. For those candidates

attendees. Notwithstanding some obstacles, the majority felt that

who did not feel the need to engage in criminal activity for

their self-esteem had improved. A further aim was to equip the

financial rewards, this scheme has been successful. However, the

participants with the skills needed for employment. A number of

course does not tackle a fundamental poverty issue that forces

attendees have managed to secure employment as a result of the

many of these candidates into a life of crime.

education, attention was paid to fostering an interest in learning. 87% of those surveyed expressed a desire to further their studies.

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The consensus of opinion was that the course was a positive

Strengths

course. In view of many of the participants' prior experience of

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Conclusions

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Recommendations The best solution would be for the government to consider giving financial support to participants. This should lead to an improvement in student retention. We would also advise adopting

Weaknesses There was the perennial problem of truancy. A number of

more punitive measures for participants who are absent or late

attendees, albeit a minority, were continually absent or late for the

for courses.

a Are any of your ideas from 1 mentioned? b How are the ideas organized? c How does the writer avoid repetition when presenting their findings? d What is the function of the modal verbs in the recommendations? e What formal linking words does the writer use?

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Hedging

3 Look at sentences a-e. How does using each of the modal verbs affect the sentence? a A comprehensive ban on handguns would / could reduce crime levels. b Increasing jail sentences could / will act as more of a deterrent. c Targeting drink drivers should / could see a drastic reduction in road accidents. d CCTV cameras may / might make the streets safer. e Tackling truancy at school can / will reduce the number of young offenders. 4 Complete sentences a-e with a suitable word. There may be more than one possible answer. a As a general

criminals tend to go for easy targets.

b Hate crimes are, in a ...... ......... , akin to terrorism in that their effects are far more widespread than a simple assault. c Gang youths often compare their gangs to family, and in some resemble families .

gangs

d It is that repeated exposure to real-life and to entertainment violence ........................................................ alter cognitive, affective and behavioural processes. that the perpetrators of knife crime are representative of an e It is tacitly alienated working-class youth.

Vocabulary Problems and solutions

5 Complete the words in sentences a- g. a The possibility of eradicating crime seems b The recent riots have revealed

in our country's criminal justice system.

c The un .. ... . . . . . . . ........................ . problem is that the legislation only t.. . of the disadvantages that women face in society.

..................................... . the surface

d The government is to inject $3 million into deprived areas to a

..................... poverty.

.. rather than e Corporal punishment in school tended to ex.. ~, . ... . . . .... . . . . . . . . .. . . . . . . . . . . . . misbehaviour. f His mother was asked to remove him because the staff never managed to get to g . . . ...... ............... .............. with his behaviour.

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g There seems to be a lack of v . . . . . .............................. . . . . . . solutions on offer to gr . ........... . . . . . . . . . .. . . . . . . . . . with the on .............. ............. ......... problem of car theft.

Exam practice Tip When giving an opinion it can sometimes be a good idea to soften it by using hedges.

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6 Follow these stages to write your report: read, think, plan, write and then check. The local government has recently installed CCTV cameras in your neighbourhood. You have been asked to write a report (280-320 words) of local people's feelings about the installation. In your report you should describe the positive and negative effects of the introduction of the CCTV cameras and suggest any other measures that could be taken.

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Introduction 1 Imagine you are selecting people to fill vacancies for each of the jobs shown in the pictures. What selection criteria would you use in each case? Why? 2 People can be divided into two categories: 'divergent thinkers' and 'convergent thinkers'. Which of these descriptions do you think matches these two terms? a They work towards something finite and need specific instructions before they do something. They are logical and systematic. b They are creative, extroverted and intuitive. They are not particularly systematic or dependable. 3 Which category of thinker do you think you belong in? 4 Try this test and find out if you were right about what kind of thinker you are. Look at the shapes below and choose which one appeals to you most, then decide which one would be your second choice.

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5 Which of these descriptions do you think might apply to people who have a preference for one of the shapes in 4? Match descriptions a-e to the shapes. a individual and creative but not particularly systematic or dependable b logical and systematic but possibly lacking in creativity c sociable and good with people, extrovert and intuitive, but against rigid plans and systems d conservative and happy when things are regular and orderly e goal-orientated, logical and systematic and fond of planning and succeeding 6 04 1» 2·09 Listen and check your answers to 5. How accurate do you think the test was for you? 7 Which of the descriptions do you think might apply to the people in the pictures above? 8 Discuss these questions. a Do you agree or disagree that our personality remains the same for life? b Which do you think affects our personality more: genetic make-up or our experiences and environment? 91

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Reading &

Part 3

Use of English 1 Read these headlines and decide what you think the newspaper articles would be about.

Unfair dismissal laws spur claims Computer sacks 'star' employee over quiz failure Overlooked executive gets compensation 2 Read the text below, ignoring the gaps and the words in capitals. Find out what happened to Mr Filer. Which of the headlines in 1 would be most suitable for this article?

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test, despite having performed so well that he was offered a promotion. However, Mr Filer had been

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promoted before the results of the company's psychometric test had come through.

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close relationships outside work rather than with fellow employees: and 'My (2) ......................................................... is higher

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with statements including things like 'I prefer to have

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NOTIFY ASSURE RULE SURE OBJECT ORDINARY

Unfortunately, after accepting the promotion, he received (3) ........... . . . ....................................... that his efforts in the psychometric test had been unsuccessful. Although his manager had given him (4) ......................... . . . . ......................... that

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A newly-employed sales assistant at a DIY store was (O) I!t~,~p,cJ'4.tt' sacked after failing a computerized

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dismissal. A company spokesperson insisted that their procedures were fair and '(6) ..

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consistency and (7) 'It is an (8)

, Mr Filer was eventually escorted off the premises by security guards. strange way to run a company: he commented.

3 Use one of these suffixes in list A to make a noun from each of the verbs in list B. A: -ency

B: modify preside

-ication

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develop assist dismiss indicate assail employ announce legislate proceed nominate gratifY reiterate resemble embarrass renew

Exam practice

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Tip

Try to imagine what the word you have made sounds like in context. This might I help you to decide if it is correct or not.

4 Read the text in 2 again. Decide what part of speech the missing words might be. Then use the word given in capitals at the end of some of the lines to form a word that fits in the space in the same line. S Do you think Mr Filer was unfairly treated? 6 Now read the continuation of the text on page 93 and make notes to answer the following questions. Then compare your notes with a partner's. a What arguments are put forward in favour of psychometric tests? b What arguments are put forward against psychometric tests?

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Despite the negative publicity of a case such as that of Carl Filer, psychometric testing is big business. Applicants to 40% of large British compan ies will have their future prospects at least partially determined by personality tests - and intelligence testing may sometimes be used as well. Enthusiasts argue that there is plenty of predictive validity in such tests. Only by carrying them out can one predict the rates of absenteeism and productivity. Cynics would say it is a case of dissonance reduction - of employers wanting passionately to believe in tests for which they have parted with a large amount of money. It is Sir Francis Galton who must bear some responsibility for this, as it was he who first introduced the concept of the personal ity test in the 1880s. This concept was taken forward and refined in 1917 by the US Army, who were anxious not to have their

Grammar Passives with have something done

efficiency undermined by the recruitment of unsuitable soldiers. From the 1950s onwards, the test as lucrative business began to sweep across America. In Britain, what made the difference were the mass layoffs of the 1980s. To firms whose personnel departments were inundated by applicants, testing seemed a cheap, reliable and sensible alternative to the expensive, timeconsuming interview. The sacking of Carl Filer will bring the critics out of the woodwork again, rehearsing the same old arguments. They point out that not only can applicants lie, but also the tests themselves are invalid. Most people agree that abi lity, personality and motivation are the most important predictors of work success or failure. But what is really controversial - and as yet undecided - is whether a simple test can reliably measure a quantity as vague and shifting as personality in the first place.

See notes page 158

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7 Read these sentences and answer the questions that follow.

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a Applicants to 40% of large British companies will have their future prospects at least partially determined by personality tests.

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c Our company has all job applicants take a psychometric test. d We had them all tested by a leading recruitment company during a two-week period.

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1 Which pair of sentences describes what is caused by the subject of the sentence and which pair describes what is experienced by the subject of the sentence?

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2 What is the grammatical difference between c and d?

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8 Explain the difference in form and meaning in the use of have and get in these sentences.

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a We had the office broken into last night. b After being with the company a year, she got asked to work in their Tokyo office. c I didn't think the interview went well, but I got myself invited back for a second one. d He argued with his manager so much that he got himself fired. e I'm afraid your application form seems to have got lost in the post. f My manager is running the meeting, but I'll try to get you invited. g I had the recruitment agency check my CV before I sent it off. h I got myself locked out of the office last night. After an hour or so, we had everyone at the office party dancing.

Using passives

9 Look at this extract from the text. Why is the passive used here?

This concept was taken forward and refined in 1917 by the US Army, ... 10 Write short introductions (3-4 sentences), using the passive, for a news article on each of the following topics:

unfair dismissal

rise in (un)employment

training scheme

working abroad

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Listening

Part 4

1 Do you think you are a good listener? Why / Why not?

Exam practice 2

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2·10 You will hear five short extracts in which different people are talking about their listening skills.

TASK ONE: For questions 1-5, choose from the list CA-H) how each speaker reacts while listening. A gets bored listening to facts and figures B switches off if the content seems irrelevant

Tip While listening for the first time, put a dot beside the option you think is correct in each task. Check that the options are correct on the second listening.

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C needs to be able to relate to the person talking

Speaker 1

D is very quick on the uptake when someone is speaking

Speaker 2

E is very sensitive to the tone people adopt

Speaker 3

F gets annoyed if their train of thought is interrupted

Speaker 4

G doesn't maintain eye contact with people

Speaker 5

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H gets irritated when a speaker stops mid-sentence TASK TWO: For questions 6-10, choose from the list CA-H) what strategy each speaker adopts to process what they are hearing.

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A needs to identify exactly what the speaker is trying to say

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E gives the impression they're interested in listening

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F connects what they're hearing with their own circumstances

Speaker 4

G makes a mental note of what the speaker has said

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Speaker 1

H tries to visualize what the speaker is saying to them Your views

3 Discuss these questions. a Which of the speakers has a similar listening style to you? b What methods do you use to try and remember what you have heard?

Vocabulary Expressions with listen, hear and ear

4 Complete the phrases in italics in a-i with one word. Explain what the phrases mean. a Why were you listening

on our conversation?

b If we don't do it, we'll never hear the ..... . ...... ... . ... . ... ...... ........................ of it. c You can stop right there! I've heard it before. d You could at least hear him ................................................ . .. . e Let's see what happens and ........................ it by ear. f He has credit cards . . g I'm

. out of his ears.

to my ears in work at the moment.

h I thought that would make your ears He

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CD CB

D discards the details they hear and focuses on the main points

up.

me an earful for not getting the report in on time.

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Speaking

Part 3

1 How would you define a 'good speaker' of another language? Exam skills

2 -4 I» 2·11 Listen to a student doing his long turn based on the prompt card below. As you listen, answer questions a-g below. How is the role of work in our lives changing? - demography - technology - health a What discourse markers does the student use? b How does he develop his contributions? c How does he put forward his opinions? d How does he avoid repetition? e Does he show range and accuracy of vocabulary? f Does he show accuracy and a range of grammatical forms? g How does he avoid long pauses or silences?

Exam practice Tip Remember that you are not being examined on your ideas, only on your ability to express them. Take full advantage of the opportunity to show the examiners what you can do.

3 Work with a partner. Choose one of the prompt cards each. Take turns to speak for two minutes using the prompts. Using the criteria in 2, make a note of how your partner manages their long turn. A To what extent does a successful career depend on a good education? - aptitude - qualifications - economic conditions Follow-up question: Which is more important in a career, a high salary or an interesting job? B How important is it to choose the right career? - job satisfaction - financial considerations - lifestyle Follow-up question: Do you think that staying in the same job all your life is a good or a bad thing? 4 -4 )>> 2·12 Now listen to some more general questions. Make a note of the questions and then discuss your answers with a partner.

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Reading &

Part 5

Use of English 1 Which of the following quotations about success do you identify with? Why? Whenever afriend succeeds, a little something in me dies. (Gore Vidal192S-) Is it possible to succeed without any act of betrayal? (Jean Renoir 1894-1979)

2 Read the abridged extract from an article on page 97 and think of a suitable title for it.

Exam practice 3 Read the article again. For questions 1-6, choose the answer (A, B, C or D) which you think fits best according to the text. 1 What comment does the writer make in the first paragraph about rivalry? A Its effects are always harmful. B It makes us feel that we understand our opponents better. C It has a greater influence on us than our body chemistry does. D It creates opportunities that can't be derived from normal competition. 2 What did Gavin J. Kilduff's research show? A Contestants performed better when up against unknown rivals. B Competing against those with comparable abilities improved performance. C Athletes ran faster when competing against more than one rival. D Athletes' performance improves during a race once they realize that their opponents are capable of beating them.

Tip

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Questions sometimes focus on the writer's opinions and implied meaning. Read the text carefully before trying to identify the correct option. 0)

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3 What happened during Deepak Malhotra's simulated auction? A Those told that they were bidding against just one person became more determined to succeed. B Those who thought that they were bidding against a group never bid higher than the agreed price limit. C All the participants behaved in a highly competitive manner. D All those who thought that they were bidding against a group had no sense of rivalry. 4 What did the research carried out on basketball fans prove? A Participants remembered more when watching the match with other fans of their team. B Fans watching with rivals were unable to remember any positive aspects of the opposing team's performance. C Participants felt more rivalry towards opponents when watching the match with other fans of their team. D Fans were more likely to recall positive features of their own team's performance. S What does the writer imply that Kilduff believes in paragraph E? A Being made aware of the achievements of others can be disorientating. B Comparing our own achievements with a rival's can motivate us. C People who seek out information about their rivals on Facebook are likely to behave badly. D Feeling envious of the achievements of others is a natural reaction. 6 What conclusion does Kilduff come to about rivalry? A The margins between victory and defeat are bigger between rivals than between ordinary competitors. B In a competition situation, participants behaved in an unethical fashion. C Students who had confronted a rival showed more unscrupulous character traits. D There was no evidence to show that students who competed against a rival exhibited worse behaviour than those who did not.

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(... ) Rivalry differs from other kinds of competition in its intimacy. It offers contenders a psychological prize people cannot win in other contexts: the chance to beat someone obnoxiously fam iliar, someone whose abilities and traits are frustratingly matched with their own. Whether on the fie ld, in a classroom or at work, rivalry changes more than our body chemistry. Researchers are now finding that it also sways our minds, changing how we th ink and behave during competition and outside of it. Rivalry not only boosts motivation but can also disrupt rational thinking, bias memories and encourage unethical behaviour. Although competition has long interested social psychologists, only recently have scientists looked at situations involving true rivals. They are discovering that the psychology of rivalry differs in important ways from that of ordinary competition. On the positive side, rivalry can be highly motivating. In unpublished work, social psychologist Gavin J. Kilduff of New York Un iversity's Stern Schools of Business analysed six years' worth of race results ach ieved by a running club in New York to identify rival racers - runners who were even ly matched, similar to one another in race and gender, and who frequently competed against one another. Kilduff found that runners consistently ran faster when competing against rivals. The mere presence of a rival could trim between 20 and 30 seconds off a runner's total race time in a five-kilometre race. (.. .) Rivalry can often hamper performance, however, especially when it comes to decision-making. In a 2005 study, negotiations expert Deepak Malhotra of Harvard Business School and his colleagues asked participants to imagine themselves at an auction for a one-of-a-kind item for which they agreed to pay no more than $150. In the final round of bidding, some of the participants were told there were eight other contenders for the item, whereas others were told they were up against only one, to simulate a type of rivalry. Then the researchers told all participants that a competitor had bid $150 and that they had to decide whether to bid higher. Participants facing a single bidder rated their excitement and anxiety as much higher than those bidding against a group and were far more likely to exceed the preset bidding limit. This behaviour is economically irrational, because the more bidders remaining in the final round, the more the contested object is likely to be worth. (... )

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Rivalry impairs not only our judgment but also people's memories. In a study published in February, psychologist Kevin S. LaBar of Duke University invited male fans of the Duke men's basketball team and of the Duke's rival University of North Carolina at Chapel Hill to watch their teams face each other on a big screen TV. Each participant watched the game with two or three other fans of the same team. Later LaBar asked the fans to view segments of the game while lying in a functional MRI machine. Each segment focused on a single play whose outcome clearly benefited either Duke or U.N.C. - but the clip always ended just before the play did, at which point the fan tried to recall how the play ended. La Bar found that fans remembered outcomes that favoured their team far more accurately than those benefiting the rival team. (... ) Because we encounter people we consider rivals quite often both in and outside direct competition - rivalries may alter our motivation and moral code on a regular basis, Kilduff believes. Logging onto Facebook in the morning and scrolling through your newsfeed only to stumble on a personal rival's obnoxious status update or vain photos could inAuence your behaviour and decisions throughout the day. You may be more likely to, say, run that red light, cut in line at the movie theatre, claim a co-worker's idea as your own or tell a white lie to excuse a transgression against someone you love.

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In related work, also unpublished, Kilduff tested the relationship between rivalry and unethical behaviour by simulating rivalries in the laboratory. He set up two contests. In the rival condition, students repeated ly faced the same opponent and experienced narrow margins of victory and defeat; in the ordinary competition situation, participants faced different opponents and experienced lopsided margins. The students who faced a rival later scored higher on a test of Machiavellian attitudes, which measures whether people endorse selfish, devious and manipulative behaviour. High scores on this scale are correlated with unethical actions such as cheating, lying and exploitation. Competing against a rival, Kilduff says, may bring out the inner Machiavelli in people. 'Rivalry opens up the possibility you might behave irrationally or unethically based solely on the relationship you have with your competitor. It just changes everything:

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'Machiavellian' derives from the Italian statesman and political philosopher Machiavelli (1469- 1527). His best-known work The Prince advises rulers that the acquisition and effective use of power may necessitate unethical methods and acknowledges that an individual can become cunning, scheming and unscrupulous.

97

Text analysis

4 Work through a-g, referring to the paragraphs (A-F) in the text.

a Which words capture the feelings of resentment people have towards their rivals? CA) b Why does the writer use a colon after the word contexts? (line 3) c What stylistic device does the writer use at the beginning of the paragraph to emphasize the point he is making? CB) d Why does the writer use the verb trim instead of cut? (line 23) e What impression is the writer trying to create by using the word stumble? (line 59) f What does the writer mean by lopsided margins? (line 71) g What does the writer mean by the inner Machiavelli? (line 77) Reacting to the text

5 Discuss these questions .

a Do the results of the research surprise you ? Why/Why not? b Some people say that we all have an inner Machiavelli. What's your opinion? c To what extent do you think that competitive events like the Olympic Games encourage international cooperation and understanding?

Vocabulary Verbs and meanings

6 Explain the meaning of the verbs in italics. Then divide them into three groups:

...s:: Q)

b those used to describe something negative

E

c those used to describe something neutral

a those used to describe something positive

>-

o C. E

Some verbs may be used in more than one category 1 sways our minds

Q)

ciS

2 boosts motivation

>C)

3 disrupt rational thinking

o '0

4 bias memories

.r::: (,) >III

5 hamper performance 6 rated their excitement

C.

7 impairs our judgement 8 encounter people 9 endorse selfishness 10 exploited others Word knowledge: face

7 Complete a-g using the phrases below. You may need to make other changes.

face facts face the music lose face on the face of it save face throw it back in someone's face put a brave face on it

a

psychometric tests seem to be a useful way of recruiting staff but they can often be inconclusive.

b Let's

! A computer will never be as powerful as the human brain.

c Sam's exam results weren't as good as he'd expected but he decided to and re-sit the paper he had failed. d If your boss has discovered that you've keyed in the wrong figures for the report, the only thing you can do is then try not to make the same mistake again. e The results of the survey showed that the local council's decision to reduce funding they reversed their decision. for education had been unpopular, so to f I was only trying to help when I made you the offer, so please don't . .... . . . . . ... . ....... . ... ..... . . . . . . . . g When the information about the cover-up leaked out, the Managing Director . . . . . . .. . . .... . ........ . ...... . . . . . . .. so he handed in his resignation.

98

Writing

Part 2, Letter


1 Read the exam question and answer questions a-c. A friend of yours has applied for a job as a Regional Manager. The company has asked you to write a letter (280-320 words) of recommendation for your friend. In your letter you should refer to the characteristics of your friend that would make them suitable for this role and describe any relevant experience your friend has. a Who is the letter about and who is it written to? b What specific things should you mention in your letter? c What register will you need to write in?

Text analysis

2 Read this sample letter and answer questions a-d. a How does the writer support their opinion? b How does the writer soften their opinion? c What formal expressions do they use to recommend their friend?

c ::s

d Is it positive, negative, or neutral? Give reasons for your choice.

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Dear Ms Powell,

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to her application for the position of Regional Manager. I have had the pleasure of knowing

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Daphne for ten years in both a social and professional capacity.

Qc!

I am writing to you regarding your request for a reference for Daphne Varnava, with respect

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As well as being a joy to work with, Daphne is also a highly motivated individual who has

3

demonstrated an inordinate amount of initiative on numerous projects. As a result she works

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well autonomously and constantly strives to achieve an optimum level of performance in all

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tasks she undertakes. Whilst being highly adept at working independently, she occasionally

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finds it hard to collaborate with members of her team on account of her ambition. Having said this, she has been instrumental in ensuring that a strong work ethic is fostered within the group . Daphne embraces the task of rectifying errors and never shies away from the situation. For this reason, whenever Daphne has encountered a setback in her work, she has SWiftly identified the most appropriate and effective solution. Even when faced with particularly arduous challenges, she has the drive and tenacity to successfully cope with the situation. During her time here, she has consistently commanded the respect of her colleagues, drawing on leadership skills that have enabled many projects to keep on track against the odds. On account of her effective delegation and her assertiveness, she has regularly formed and managed a number of high performing teams. She is clearly ready to take the next step up the managerial ladder. It is for the above reasons that I highly recommend her for employment. Without doubt Daphne will be a tremendous asset to your organization. Should you require any further information, please do not hesitate to contact me. Yours Sincerely, Elena Tofini

99

Supporting and giving reasons

3 Complete sentences a-f using an appropriate word or phrase. There may be more than one possible answer.

a She is a highly effective employee

her efficient organization skills.

b He is a valued member of the team . . . . ..... . . ..... ............... . . . . . . ... ... his organizational ability. c He shows great attention to detail and highly respected.

he does so at speed he is

d She is an excellent motivator and . . .... . ... . . ....... . . . . . . . . . ...... ..... . makes a great leader. e He has a caring nature

he is ideally suited to the role.

f He makes an excellent salesman

his professional communication skills.

4 Write sentences giving reasons why you would be suited to a particular job.

Vocabulary Personal qualities

..

5 Match a-j with 1-10 to make phrases to describe personal qualities. Then, decide what each one means and when you might use them.

a get carried

1 someone's throat

b jump down

2 an inch

c throw something

3 away

d not give

4 together

cQ) E >o

e get up

5 meal of something

f make a

6 someone's nose

g too big

7 weight around

E Q)

h wriggle

8 out of something

~

pull

>en

throw your

Q.

o '0 .c

9 for your boots 10 your socks up

6 Think of synonyms for each of the phrases in 5.

u

Being tactful

>-

III

Q.

7 Choose some of the phrases in 5. Rewrite them to make them sound more positive. The language below might help you.

Get carried away: Whilst Peter is very hard-working, he sometimes finds it difficult to control his enthusiasmfor new projects.

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while/whilst tend tendency although when it comes to find not always yet to known to a certain at times not exactly

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Exam practice Tip Most genres of writing require you to give a balanced view. TryJ to include positive and negative opinions in your writing.

100

See Writing guide p142

8 Follow these stages to write your letter: read, think, plan, write and then check. A friend of yours has applied for a job as a project manager in an office. The company has asked you to write a letter (280-320 words) of recommendation for your friend. In your letter you should refer to the duties and responsibilities your friend has had in their previous job and any admiral personal qualities that would make them suitable for the role.

.. c :s

.....

o

Cl)

:s ....

....... I»

Cl)

:s

3

.. Cl)

:s

Ro

Cl)

t/I C

...

Introduction 1 Look at the pie chart above showing the amount that people in Britain spend on different kinds of entertainment and leisure activities. Try to match the percentages with what you think people spend their money on. sport film eating out mobile music video games 2 Now check your answers on page 164. How different were the results from yours? 3 Besides those mentioned in 1, what forms of

entertainment do you and your friends enjoy? 4 Read the text and discuss questions a-c.

a What main points is the writer making? b Which forms of entertainment would you describe as 'active' and which as 'passive'? c Do you agree with what the writer is saying? Why/Why not?

Cl)

The word 'entertainment' and the word 'activity' may seem to have different meanings for us. But there are reams of social data to show that as we have adopted more forms of passive entertainment, the most ubiquitous being television, our level of activity has steadily dropped. This, however, is not the only fallout of our addiction to TV. This expectation to be passively entertained has spilled into other areas of our society as well. How we perceive our world may have changed from an environment we interact with to a parade that we simply sit back and watch go by. We have become a society of attention deficit watchers that have high expectations of being passively entertained, no matter where we are. 5 What do the words in italics mean? 6 Can you make sentences of your own using the words in italics?

101

eadi g

Part 1

Use of English 1 Discuss these questions in pairs or small groups. a Why do you think young people often consider celebrities as role models? b How influential do you think celebrity role models are? c What might be the advantages or dangers of viewing celebrities as role models? 2 Read the text, ignoring the gaps. Decide what its main point is.

Celebrity role .. models Research in the University of Leicester Department of Media and

although there is hardly ever any feedback on the private life

Communication examined interest in celebrities and gossip about

of the audience going to the celebrity, nor do celebrities

them. It was carried out by Dr Charlotte De Backer who sought in

(4) .................................... . ......... ......... emotions towards their audience.

her study to explain interest in celebrity culture. According to Dr De Backer: 'Life is about learning and (0) .....6..

..experience, and in that process we have a

Her study of 800 respondents and over 100 interviews (5)

that younger participants showed greater

interest in celebrity gossip, even if it was about celebrities who

tendency to observe and mimic the actions of others. Ideally

were much older than them and even when they did not know

we mimic what makes others successful and (1) .

who the celebrities were. They showed greatest interest in

C

unsuccessful actions others have trialled and paid for. In reality,

internationally-known celebrities, because they considered

E

humans seem to have the tendency to mimic the overall

those as more (6)

....IV'....cQ)

behaviour pattern of the higher status of those more successful

+" Q)

c

Q)

o

than themselves. This explains why celebrities act as role models for broad (2)

....

:t:

c ::s

of behaviour they display - whether

good or bad.'

Her study also found that older people were interested in celebrity gossip not because they wanted to learn from the celebrities, but because it helped them to form social networks with other people. 'We found in the interviews that older people

Dr De Backer also examined another theory for interest

do not gossip about celebrities because they want to learn from

in celebrity, known as the Parasocial Hypothesis. In this

them or feel (7) . ...

(3) . .

celebrity gossip to (8) . .

. ...... .. ,the bonds are parasocial, or one-way, because

... . ......m by them, but because they use . . with real-life friends and

the celebrity reveals private information, often involuntarily. The

acquaintances. As we live in scattered societies, celebrities can act

audience members respond emotionally to this information,

as our mutual friends and acquaintances.'

Exam practice 3 For questions 1-8, read the text again and decide which answer (A, B, C or D) best fits each gap. There is an example at the beginning (0).

Tip The word may fit grammatically, but it might not be the best meaning of the word for this particular context.

0 A winning

@ gaining

C achieving

D capturing

1 A escape

B avoid

C prevent

D evade

2 A reaches

B domains

C ranges

D spheres

3 A case

B instance

estate

D position

4 A exhibit

B present

C display

D expose

5 A reinforced

B assured

C validated

D confirmed

6 A reputable

B honourable

C prestigious

D illustrious

7 A befriended

B sustained

C patronized

D upheld

8 A tie

Blink

C cement

D bond

4 Do you agree with the points the writer is making in the text in 2? Why/Why not? 102

Grammar Contrast clauses

See notes page 159

5 Look at this extract from the text. Identify the contrast clauses. How are they introduced? What information might you expect to find in a contrast clause? ... younger participants showed greater interest in celebrity gossip, even if it was about celebrities who were much older than them and even when they did not know who the celebrities were.

6 Which words or phrases can you use to complete these contrast clauses? More than one answer may be correct. a I hate TV talent shows ............................................. . . . . . . . my children love them and never miss a show. 3 eventhough 4 evenif 1 even 2 even when b

I like watching films at home, you can't compare the experience with seeing them on the big screen. 1 Although 2 Though 3 Much 4 Much as

c Eating out in restaurants is still very popular in my country, ....................... . . . . .... . ... . . . . . . . . it has become increasingly expensive in recent years. 4 even although 1 although 2 even 3 even though d Expensive . . . . . ... . . . . ... . . . . . . . . . . . . . ... . . . the tickets are, I go to the opera at least twice a year. 1 although 2 though 3 even though 4 that e I can't find many programmes that I want to watch on TV, .............................................. . . . . . . there are a lot more TV channels now than there were five years ago. 4 despite the fact that 1 although 2 but 3 despite f 1 Although

....

we love classical music, we don't go to concerts very often. 2 Despite 3 In spite of 4 While

o

g We try to go to the theatre as often as we can not living near a big city. 1 despite 2 in spite 3 in spite of 4 despite the fact that h Tickets for musicals are expensive ... . ... ..... . ... . . . . . . . ... . . . . . ... . ... . . tickets for plays are cheaper. 1 while 2 whereas 3 even if 4 much as The play was wonderful, 1 if 2 while 3 even though I'll be at the concert tomorrow 1 while 2 despite 3 if Reason clauses

:::I

3

a little too long at over three hours. 4 whereas

tD

....:::I

it means queuing for tickets all night. 4 even if

8 Complete a-f using a word from the list below. There may be more than one possible answer. while

now for

in

a We can see whatever films we want at home

.

w

. . . . . .

that we get on-demand TV.

b Sales of audio CDs have decreased sharply ..................................................... it's now so easy to download music directly from the intern et. c

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As we live in scattered societies, celebrities can act as our mutual friends and acquaintances.

since

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7 Look at this extract from the text. What words could you use instead of as without changing the meaning?

as

c: :::I ;;

it was very late, all the restaurants had closed so we got a takeaway.

d Watching TV is a very different experience from what it was ten years ago, ....................... . .. ... . ... . . ...... ... .. that there are now so many channels to choose from. e we're on the subject of comedians, have you been to the new comedy club opposite the station? f People may spend even more of their free time at home in the future, ... ........................................ there are likely to be further advances in technology over the next decade.

103

...c:tD

Adverb clauses of manner

9 Circle the correct option in italics to complete sentences a-g.

a When you watch a film in 3D, it's so realistic that it feels though / as if / just as you're really there. b The film depicts life as / as if Iso it was in 1900. c I programmed the recorder like as / just as / just so you told me, but it didn't record the programme. d The speakers on his sound system are so good it's as if / as like / just as you are actually there in the concert hall. e Some celebrities get so much publicity that it sometimes feels as / if/like you know them personally. f When we moved here, we discovered that there weren't as many restaurants in the town centre as / like / than we'd expected. g There's a long queue at the box office so it looks as / as though / though there won't be any spare seats. 10 Complete these sentences in your own words.

a Although I'm quite interested in . . . . . . . ...... . .. ........ . .. ... .... . . ... . . . . ... . ...... . . .... ... . . . . . .. b I always try to . . . . . . . . . . .... . . . . . ... ... .... ... . . . .... . . . . . . ... .......... . ........ . . . . . . . .. despite ... ... ...... .... . . ..... . . . . .. . . . ... . . .... . .... ......... .. . . . . . .... . . . . . .... . . . . .. c Even if it's raining, I . . . . . ................ ... . ..... . . . . . . .. . . . . . . ......... . . . . . .. . . ..... . ... . . . . . .... d Much as I love ... . . . . ..... . . . ..... . ..... . ... . .... . . . . . . . ... . .. .... . . . ... . . . . . . ....... . .... , e Even though I've never . . .. . ... ..... ... ... .... . .... . ... . . . ....... .... ... . . . . . . ... ... . ... ....... ... , f Since I'm not very keen on . . . . . ... . ... . .... . .......... . . . . . ..... . . .... ..... ... .... ... .. . . . ... .... . . .... ..., g While I can see the advantages Word knowledge: make 11 Complete sentences a-j with one or two words. What do the phrases with make mean?

a He made .... . . ....... . .. . . .. . . . . . . ...... . . . . the woods, then disappeared. b We were late for the party and had to make c The actress promised to make photographer's camera.

some leftover sandwiches.

the damage caused to the

d It's make or . . . . .... ... .... . .. . .. .. . . ..... . . ... . for the singer with his new single.

o ,..

.... 'c::s

e Her energy on stage goes some way towards making ........ . . . . . .... .. . . . .... .. . . her lack of singing ability. f The singer's manager has been accused of being g His first film has all the makings

becoming a cult classic.

h I find him really hard to make . ... . . . . .......... . . .. . He makes ... . . . . . . ... .. . . .. ............ ... . .. he's this rock legend. The thieves made all the band's equipment.

104

make.

Writing

Part 1

Text analysis

1 Read the two Part 1 texts. There are two main points in each. What are they? Fame and fortune It is a poor reflection on the development and progress of our society when the

primary aim of many people is simply to get rich. A survey of nine-year-old children showed that above and beyond other goals such as happiness is the desire for obscene levels of wealth. Furthermore, and perhaps even more shockingly, is how most kids believe that they can choose to attain this goal. Not through determination and perseverance, but through becoming famous. Not even through the grotesquely rewarded ability to kick a ball or hold a tune but through simply being famous for the sake of who they are.

I want to be a footballer Not so long ago, the aspirations of youngsters were directed at admirable or at least achievable careers. Professions such as nursing, fire fighting and teaching were high on the agenda, perhaps a reflection on a society that functioned as a community. How sad then that today most ambitions are purely self-serving. Number one on the list is sports star, with pop star/celebrity hot on its heels. It is worrying that so many children want to be fast-tracked to super-stardom with minimal effort. It is all well and good to dream, but I fear too many of today's youth are lining themselves up for a long hard fall.

2 Read the sample essay and answer questions a-b. a Underline the expressions that the writer uses to compare the texts. b What does the author reveal by using the phrases purports to and the underlying assumption?

Are the unrealistic ambitions and aspirations of today's youth

text points out that they don't have any sense of contributing to

a cause for concern? What is the impact of this on our society?

their communities through their career aspirations. While this is

These are questions which are reflected on in the texts. Both writers bemoan the fact that young people today only

undoubtedly true of some, I feel it is a bit of a gross generalisation. In a similar vein, I am sure that not all young people just want to

seem to aspire to fame and fortune, which they expect to be

be propelled effortlessly into fame, something that the writers

handed to them on a plate. While I am sure it is true that many

of the texts seem to feel is the case. Of course, those who do are

young people do think this way, I do not believe this is anything

indeed setting themselves up for bitter disappointment when

new. The writer of the second text purports to prove that this

they realise that attaining anything in life generally involves hard

trend amongst children is a recent phenomenon. However, I

work. Although it is fine for younger children to contemplate

believe that people always have and always will desire wealth. The

these idealistic goals, they will need a reality check as they move

perception that this desire is more prevalent now could probably

into adulthood.

be put down to the fact that society today, as a whole, is wealthier

In summary, even though some people do not agree with the

and therefore our aspirations are perhaps just higher than they

way in which children wish to acquire riches, it is unsurprising that

used to be. That said, I do think that, given the choice, many young

wealth, so central to our society, is the aspiration of so many of

people would still put happiness at the top of their agenda.

them. And, while I agree that ambitions may have changed, I feel

The underlying assumption about the youth of today in both texts, is that they are inherently lazy and individualistic. The second

it is an exaggeration to suggest that this reflects the demise of our society; it simply represents a shift in the dreams of children.

105

Complex sentences

3 Combine the sentences from each set 1-4 to make one complex sentence. Use the words below to help you. which

not only

but also

while

and

nevertheless

as well as

during

Set 1 Traditional professions such as fire fighting and teaching are realistically obtainable. These professions remain admirable in many people's eyes. Few children aspire to these professions. Set 2 Fame is seen as a career by many young children. Fame is seen as a realistic way of making vast sums of money. Fame is unattainable for the vast majority of people. Set3 Popular reality television shows now take up much more air time on TV than dramas . Popular reality television shows have given ordinary people aspirations to simply be famous. Popular reality television shows created a reduced number of acting roles available to many aspiring actors. Set4 The food industry has helped to transform our diet. It has also transformed our workforce, landscape, economy and popular culture. It has done it in a relatively short period of time.

Exam practice


4 Use the checklist on page 135 to help you write your answer.

....c

Tip

E c

Remember that you don't have to paraphrase key words such as technical terminology. Similarly, you should not leave out key words in order to be concise.

Cl)

.......III ....C Cl)

Read the two texts below. Write an essay summarizing and evaluating the key points from both texts . Use your own words throughout as far as possible, and include your own ideas in your answer. Write your answer in 240- 280 words .

Cl)

o ....

Positive role model? No matter whether it was a politician, singer or someone closer to home, as children each and everyone of us had people we aspired to be. Whoever we chose as our role models will have had a significant bearing on some of the life choices we made. It is little wonder then, that some fear for the moral development of children who base their ambitions around the culture of celebrity. Few would criticize a child idolizing someone in the media spotlight with a blatantly obvious talent. What many abhor is the clearly discernible lack of talent that is spread across our media twenty-four seven.

~

c

:::s

Celebrities and the media The very same people who thrust celebrity culture down our throats on a daily basis are at the same time the ones quickest to knock celebrity culture. As quickly as a new media darling is put on a pedestal, they are knocked down for some minor indiscretion in their past or an unfortunate incident in the glare of the media spotlight. Whilst there are clearly celebrities who bring little benefit, or even for that matter a vague resemblance of entertainment to our society, there are a great number who are positive role models. Not all of them live in dream palaces; some do in fact have very worthwhile charity institutions that they run.

106

Speaking

Part 3

1 Discuss questions a-c. a Approximately how much TV do you watch per week? b What are your opinions of TV programmes like these: crime reconstructions? home video 'disasters'? reality TV programmes? c Computer games are popular with people of different ages nowadays. Do you think they are a good or a bad thing? Give reasons for your opinions.

2 .. W2·13 At the end of Part 3, the examiner will ask both candidates questions related to the topic on the prompt card. Listen to two students, Jan and Silvia, answering a question related to the topic on the question card below. Then answer questions a-h below. What effects has TV had on our lives? - access to information

C :::I

- family relationships

;:;;

....

- outside activities

o

.. .. (I)

a What question does the examiner ask?

:::I

b What does Jan ask the examiner to do?

(I)

"'I

c How does Jan expand on his initial response?

~. :::I

d How does the examiner invite Silvia to join in the conversation?

3(I)

..

e Has Silvia listened to Jan's answer? (How do you know?)

:::I

f How does Jan interrupt his partner the first time? g How does Silvia suggest that he may be mistaken? h How does Silvia end the conversation? Exploring the topic

3 Look at the useful language below. What function does each set a-c have? Can you add further examples to each set? Then, decide when each of the expressions would be appropriate. a

What do you reckon? What are your thoughts on this? b

If I could just come in here ... I'm sorry but .. . Can Ijust add .. . c Just a moment, please. Don't butt in! Let me finish!

Tip Listen carefully to what your partner is saying because you will be asked to join in answering the related question.

Exam practice 4

"1» 2·14

Now listen to some more general questions about television. Make a note of the questions. Then, discuss your answers with a partner. Try to use some of the language from 3.

107

Reading &

Part 6

Use of English 1 Discuss how strongly you agree or disagree with the following statements . a The cinema was the single greatest influence on people's lives in the 20 th century. b Home cinema has usurped the role of the more traditional movie theatre. c The growth of the Hollywood film industry has replaced quality with quantity.

2 What do you think the film director Alfred Hitchcock meant when he said: For me the cinema is not a slice of life, but a piece of cake?

Hollywood In the years after the Second World War, the Hollywood film

Even before the war, Hollywood studios had been up in arms

industry underwent a major transformation. Increased competition

about attempts to break up their vertically integrated systems of

from foreign films, fall ing numbers of cinema audiences, and

production, distribution and exhibition. They appealed the case all

attacks on the studio structure by government agencies led to a

the way to the Supreme Court; but 1948 proved to be the end of

loss of revenue which crippled the American industry, and forced it

the road, and, in what became known as the 'Paramount decision',

into rapid and profound change.

the court ruled for the divorce of production and exhibition, and

D

...c: Q)

the elimination of unfair booking practices.

This phenomenon cannot simply be blamed on the rise of

E c:

television, as it began five years before television existed as a viable

However, the studios still retained a significant measure of

ca

alternative to movie-going. After the Second World War, there was

direct control through international distribution. The 'Paramount

Q)

a demographic and cultural shift in urban America that profoundly

decision' wounded Hollywood, but did not break it. Although

Q)

altered the leisure patterns of US society.

..... ...c:

El

o .... ~

long as they produced what exhibitors and audiences wanted .

The Hollywood studios were not ob livious to these population

c:

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the major companies would have adjusted far better to the new conditions had they retained their theatres, they still held sway as

shifts. They saw the need to provide new theatres, and, once the necessary building materials became available, they began the

In 1939, Technicolor had lit up the screen in Gone with the

process of constructing 4,000 drive-ins throughout the USA. The

Wind, but throughout its early years had on ly been employed for

drive- in theatre offered a pleasant, open space where movie fans

a select group of features, principally historical epics and lavish

in parked cars could watch double features on a massive screen.

musicals. Just over a decade later, Technicolor lost its market

By June 1956, at the very height of the drift away from the urban

monopoly as a result of antitrust laws, and the giant Eastman

environment to green belt areas, and of the baby-boom, more

Kodak soon surged into the market, introducing Eastman Color,

people in the USA went to the drive-ins than to the traditional

which required only one, not three, separate negatives. The studios

'hard-top'theatres.

brought out Eastman Color under a variety of names, and by the

11

early 1960s virtually all Hollywood movies were being made in colour.

Meanwhile, the shift of movie houses to where the aud ience was now located created another problem for the shaking foundations of the Hollywood studios. The disappearance of the

However, theatres which contracted for the new process

division between 'first-run' houses in town centres showing prestige

were required to employ three full-time projection ists and invest

pictures, and local neighbourhood cinemas, changed the pattern

thousands of dollars in new equipment, and this financia l outlay

of film demand, necessitating a major change in the organization of

proved too much for most.

film production.

108

Exam practice

Tip Try to visualize the paragraph you have chosen written in the space between the other two paragraphs. This might help you decide.

3 Read the article on page 108 about the Hollywood film industry. Seven paragraphs have been removed from the article. Choose from the paragraphs A-H below the one which fits each gap (1-7). There is one extra paragraph which you do not need to use.

Missing paragraphs A A further blow to the stability of the studio system was delivered by the government. The years immediately after the war saw the culmination of federal antitrust action against the Hollywood studios: a campaign that had started in the 1930s, but had been temporarily halted by the war. B So Hollywood looked to innovation and new technology to tempt patrons back to the theatres. Films were designed on a spectacular scale, clearly superior to the black and white video images broadcast into the home. The first of the 'new' film technologies, colour, had long been available to the movie industry. C People were cashing in the savings bonds accumulated during the war and buying houses in the suburbs, accelerating a trend which had begun at the turn of the century. This took away the heart of the film-going audience. Suburbanization also raised the cost of going out to the movies; upon relocation it became inconvenient and expensive to travel to the centre of town simply to see a film. D A more permanent solution arrived with the shopping centre theatre. As new malls opened in record numbers, the locus of movie attendance permanently shifted. With acres of free parking and ideal access for the car, shopping centres generally included a multiplex with five or more screens.

Text analysis

E In 1952, the Hollywood studios went one step further, and made their movies bigger. Cinemas offered spectacular widescreen effects by melding images from three synchronized projectors on a vast curved screen. To add to the sense of overwhelming reality, it also included multitrack stereo sound. F What the Hollywood studios needed was a widescreen process without the added complications of 3-D, or the prohibitive investment of Cinerama. Fox's CinemaScope seemed to be the answer: a widescreen process which used an anamorphic lens to expand the size of the image. G Perhaps the most important watershed in the Hollywood

system began in the middle of the last century. Certainly, by the early 1960s, attendances at US movie houses were half what they had been during the glory days, and thousands of flourishing theatres had closed forever. H During Hollywood's 'golden age', the major studios had directly controlled their own destinies by owning the most important theatres. Now they were legally obliged to sell these off, and split their companies in two ; the 'golden age' was over and a new age loomed.

CD ~

.... ....

CD

"'l

!!!. ~ 3

CD

.... ~

4 Work through a-k, referring to the text (i-viii) and missing paragraphs (A-H). a Which two words does the writer use to create a sense of drama and suffering? (i) b Which word is used to describe a remarkable thing or event? (ii) c Which expressions capture a) the precarious state of the Hollywood film industry and b) the high regard in which some of its productions were held? (iv) d Which expression captures the militant nature of people who worked in the film industry? (v) e Find an expression which conveys the power of film companies. (vi) f Find an expression which conveys the initial impact of a new development in the cinema and the later success of its rival. (vii) g Which word is used to describe the attack on the film industry by the government? CA) h What does the phrase upon relocation refer to? CC) Which phrase indicates an unprecedented increase? (D) j Find a phrase which means: do something to a greater degree or extent. (E) k Explain in your own words what watershed means. (G)

Your views

...

o

5 Discuss these questions with a partner. a How would you describe the state of the film industry in your country? b How do you think technology will change the film industry in the future?

109

isteneng

Part 2

1 Read the extract below from a restaurant guide to London. Then discuss these questions. Although it may be a cliche to state that there are more curry restaurants in London than you are likely to find in many other capital cities, it's true. And now it seems, with its growing plethora of international cuisines, that London has usurped New York to become the food capital of the world.

a What is rather surprising about the information? b How varied is the cuisine in restaurants in your country? c How authentic do you think the food is in restaurants which serve dishes from other countries. Why?

Exam practice Tip

2

Read what comes before and after the gap carefully. This will help you to decide what part of speech and what kind of information might be missing.

~ )>>

2·15 You will hear part of a radio programme presented by author and foodie, Pat Chapman. For qu estions 1-9, complete the sentences with a word or short phrase.

Pat says that the British were a!

....c

Pat likens curry in Britain nowadays to a !

D according to Napoleon. D.

11 in the period after the Second World War. Immigrants to Britain had to arrange for their prized ! IJ to be imported. Eating curry became compulsive as the dish was! El for most people.

Q)

Britain suffered from a!

E c

.......1\'1 ....cQ)

m.

The majority of curry restaurants in the UK are not !

Q)

Indian dishes prepared in their own containers need !

o ,..

Nowadays, additional !

:!::

A!

c ::s

a

to be authentic.

11 are added to pre-cooked ingredients.

m

is responsible for cooking breads and tandoori items.

Vocabulary Food and drink

3 Match the words in list A to words in list B to describe different kinds of food and drink. Then decide what type of food and drink a-g they are used to describe. More than one answer may be correct. A: oven

pan

Your views

B:fed

a meat

aged

b fruit c vegetables

hand

roasted

organically

squeezed

d fish

charcoal

grown

e soup

heavily

picked

f chicken

corn

caught

g wine

line

grilled

oak

fried

freshly

spiced

4 In small groups, discuss these questions. a What different types of food and drink do you like most/least? b How important is it to you to eat food which is ethically sourced, organic or free -range?

110

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c

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3

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r+ r+ Cl) "'I

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Introduction 1 Read the sayings above connected with money. Decide what is meant by each one.

6 Look back at the words in 5. What is the difference in meaning and use between each word in the group?

2 Now, decide on what type of situation you might need to use each one in.

7 Read the text below. Then answer the questions that follow.

3

~ j))

2·16 Listen to three people talking about their attitude to money. Which speaker do you identify with most?

4 The speakers mentioned splash out, fritter away, not have a penny to rub together. What do these expressions mean? 5 Divide the words below into the three groups that follow. fork out prosperous hard up squander sink (into) be on the breadline loaded shell out be rolling in it be strappedfor cash well off deprived funnel affluent siphon off broke hoard penniless privileged needy

a synonyms of poor b synonyms of rich

The English find 'doing business' awkward and embarrassing at least partly because of a deep-seated but utterly irrational distaste for money-talk of any kind. When it comes to what we call 'the sordid subject of money', we tend to become tongue-tied and uncomfortable. Some cover their embarrassment by joking, some by adopting a blustering, forthright, even aggressive manner; some become flustered and hurried, others may be over-polite and apologetic, or prickly and defensive. You will not often see an English person entirely at ease when obliged to engage in money-talk. a To what extent is this true where you are from? b What is your attitude to money?

c collocations with the word money

111

Reading &

Part 2

Use of English 1 Which of these d escriptions best sums up your attitude to shopping? Why? I like to shop around .

I can never decide what to buy.

I'm a window shopper.

I buy things on impulse.

I'm a compulsive shopper.

I'm a reluctant shopper.

I can shop till I drop.

I'm a bargain hunter.

2 Read the text below, ignoring the gaps. Then answer these questions. a What myth does the text explode? b What solution to the effects of retail therapy is put forward?

Retail therapy For many people, 'retail therapy' offers the ultimate salvation (O)

frqln! . ....... .the stresses of modern living. But a major new

study now suggests that for millions of people, binge shopping is

... Ul

longer an emotional cure-all. (2) . .

Publicis researchers said retailers should tailor their marketing more carefully so that shoppers don't feel that they are being tricked (6)

making unnecessary purchases.

The psychologist Oliver lames said: 'We're now seeing a

......

(1)

anything, it may make you feel worse. 'For significant numbers,

generation which has been brought up to believe that the

E

dissatisfaction is now part of the shopping process; said Lucy

pursuit of status and wealth is the route to fulfilment, which

>G) c o E

Purdy of analysts Publicis, which (3) . . ...

has (7)

(4)

.... ....

getting fed (5) . . . .......... ...... . ... ..... . . . ............ with short-term emotions.' The

G)

III

...mm

.. m m

..

out the

nationwide study. 'Shopping offers a short-term buzz, and, a society, we now recognize this and we're

Tip Make sure you read the whole sentence to give you a better idea of what word will fit the gap.

out to be manifestly not true. In fact,

(8) .................................................. . . . rich you are has no bearing whatsoever on your mental health or well-being.'

Exam practice 3 Read the text again. For questions 1-8, think of the word which best fits each space. Use only one word in each space. There is an example at the beginning.

4 To what extent do you agree with Oliver James' comments?

Grammar Reported speech

See notes page 160

5 Look at sentences a-c which report what was said in the text in 2. Is one of the options in italics in each sentence more appropriate than the other, or are both possible? Give reasons for your choices. a Lucy Purdy said that, for significant numbers, dissatisfaction was / is now a part of the shopping process. b The Publicis researchers actually said that shopping was / is a short-term buzz, and, as a society, we now recognize / recognized this . c Oliver James said that we were / are now seeing a generation which had / has been brought up to believe that the pursuit of status and wealth was / is the route to fulfilment.

112

Reporting questions

6 How would you report the following questions?

a 'Have you ever bought something and then regretted it?' Bella asked me. b 'How many T-shirts did you buy yesterday?' Tom asked me. c 'Who is the man in the grey suit?' Paul asked me. 'Is he your bank manager?' d 'When should I start a savings account at your bank and why should I do it?' I asked the bank manager. e 'Have you been given a pay rise or not?' I asked Pat. Reporting verb patterns

7 Divide the reporting verbs below into groups according to the patterns in a-e.

encourage

explain

promise

whisper

agree

tell

refuse

ask

suggest

boast

a to + infinitive b object + to + infinitive c that d -ing

e to + object + that Synonyms

8 Match the words below to their synonyms above in 7. How are the words different

in meaning and use? acquiesce blab brag clamour clarify demand egg on fill in go along with gloat moot mouth mumble pledge propose rebuff spell out swear turn down urge

9

~ 0 2·17 Listen to conversations a-k. Report the conversations using appropriate verbs from 7 and 8.

..... .....

Vocabulary

3 o :s

Describing voice 10 Look at these adjectives. Decide which ones describe the quality of a voice and

which describe emotion in a voice. husky stern gravelly high-pitched booming mellifluous tremulous

....

CD

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shrill slurred velvety grating whiny hushed matte r-oJ-Jac t gruff plummy taut

3

........Cl .,CD

11 Can you use any of the adjectives in 10 together, e.g. a gruff, matter-oJ-Jact voice?

\

~

\

~ '

113

III

Reading &

Part 5

Use of English 1 Discuss these questions. a What does it take to be an entrepreneur? b Would you consider moving abroad to find ajob?

2 Read the text quickly and answer these questions. a How did Doctor Brandreth earn a living? b What methods did he use to sell his wares? c How successful was he as an entrepreneur?

Exam practice Tip

I

l

Read each option carefully and scan the relevant section of the text to find whether it is correct or not.

I/)

"-

Cl) +' +'

3 Read the text again. For questions 1-6, choose the answer CA, B, C or D) which you think fits best according to the text.

J

1 What is suggested' in the first two paragraphs about Doctor Brandreth? A He began his life in rather privileged circumstances. B His claims about his medicine were grossly exaggerated. e His family background was somewhat complicated. D He had a strictly limited knowledge of medicine. 2 The writer portrays the British medical establishment as A involved in a variety of innovative cures. B susceptible to the criticism of others. e competitive in its own ranks. D dismissive of outsiders.

IIJ

E >Cl) c o E

3 What comment does the writer make about the many people emigrating to the USA from Liverpool in the 19 th century? A They had to pay over the odds for their tickets on a ship. B They had great difficulty purchasing tickets to get on board a ship. e They risked losing their assets before they even got on a ship. D They often had to wait a long time to find an available ship. 4 The writer uses the phrase 'a small alphabet soup' to illustrate A the difficulties of validating academic qualifications in another country. B the willingness with which academic qualifications were handed out. e how academic qualifications varied from one country to another. D what types of academic qualifications were considered important. 5 In paragraphs F and G, what does the writer imply about Brandreth's success? A It relied on selling a product which far outshone its market rivals. B It stemmed from exceedingly aggressive marketing techniques. e It was helped by having contacts like the showman P. T. Barnum. D It relied on shock tactics which people found hard to resist. 6 What does the writer imply about the newspaper industry? A Brandreth's involvement changed the nature of the entire newspaper industry. B Advertising in newspapers was not the best way to reach a large number of potential buyers. e The ethics of people in the newspaper industry were no better than those in other businesses. D Brandreth's reputation was damaged by his connection with the newspaper industry.

114

A nose for business The year 1809 was a year to reckon with, a year to remember. It was the year of Beethoven's Emperor Concerto, and of the birth of great men like Charles Darwin and Abraham Lincoln. In that same year my great-great-grandfather was born in Yorkshire. Benjamin s Brandreth started life as a nobody but he ended it seventy-one years later, 3,000 miles away in very different circumstances.

4S

of the Eclectic Medical College of New York City, who, after due examination, awarded him a small alphabet soup' of academic distinctions. Within weeks of disembarkation, a notice appeared on the front page of The Sun, New York's leading daily newspaper, advertising his services for those requiring medical aid for an extensive list of complaints, and outlining his consultation hours. You name it, Doctor Brandreth cured it.

Doctor Brandreth was a patent medicine man'. He claimed his pills were lifesavers and they made him a fortune. They so There were already many competing patent medicines on the were a mixture of gums and aloes' , sarsaparilla', bitter apple, market but Brandreth's advertising was very unique and very 10 peppers and white Castile soap' . They were laxatives. So was forceful. He more or less invented the concept of the 'brand'. Everything he owned carried his name and his signature. He he a confidence trickster? Well, he called himself a doctor when he wasn't one, and he called himself Brandreth when his was the pioneer of getting your name across. He took to the father's name was Daubeney. But that's perhaps forgivable. His 55 road, touring with his pills and his props, including an enormous father, William Daubeney, was a Catholic, and his mother, Anne tapeworm that he kept in a gigantic jar. It was proof positive of 15 Brandreth, a Quaker. They were married but it was a union neither the efficacy of his potent little pills. welcomed nor recogn ized by the Daubeneys. When Mr Daubeney He even taught the greatest showman of the day a thing or disappeared from the scene, Anne married a second time, a Mr two. P. T. Barnum visited Benjamin, and across the top of the Holmes. My great-great-grandfather was brought up using his 60 building he noticed an enormous billboard, with gold letters stepfather's surname. He spent part of his childhood with his advertising 'Brandreth's universal vegetable pills'. Barnum was 20 maternal grandfather, another so-called Doctor Brandreth, and fascinated because billboards in New York were never that size it is this gentleman who is said to have first formulated a little and this was really an eye-catcher. It was the advertising hoarding vegetable pill with amazing curative powers. So, young Benjamin of its day. Barnum decided that advertising was like learning; a apparently learned pill-making at his grandfather's knee. 65 little was a dangerous thing. The boy had a nose for business and an eye for the ladies. But perhaps the key business relationship of Brandreth's life 25 He married his first wife, Harriet, when he was just eighteen. was with the Gordon Bennetts: the founders of the New York Benjamin and Harriet had four children in quick succession and Herald. The family was having trouble financing the paper and the family pill business was proving fruitful, too. But pill-pedd ling up turned Doctor Brandreth with his pills and poured money in the early years of the 19,h century wasn't a pushover. There was 70 into advertising in the paper - keeping it aAoat and funding the competition - and hostility. The British medical establishment, birth of popular journalism. However, nine months later, when 30 more used to prescribing bloodletting', mercury and arsenic, Brandreth withdrew his advertising, lames Gordon Bennett, with regarded the unqualified patent-pill men as quacks. Benjamin an amazing show of principle, immediately exposed him as a decided to leave the country. charlatan. Despite this, in his first year in America, Brandreth In 1835, aged only twenty-five, and equipped with nothing 75 sold pills to the tune of $90,000. He was giving people what they wanted. Why risk going to the doctor when you could be cured more than ambition and the recipe for his grandfather's medicine, with a pill? In his day, doctors were expensive, and conventional 35 the young man set out from Liverpool for the New World. When Benjamin Holme5 set sail, he would have been considered lucky medicine didn't amount to much. Most Americans ate rich and starchy foods which they consumed at great speed so people to have actually got on board the ship because Liverpool was notorious for its 'sharpers' - undesirables who tried to rip the tens 80 needed laxatives as never before. Brandreth was the right man, in of thousands of passengers off before they even boarded. the right place, with the right product, at the right time. He was a pioneer with energy and focus, and a prince among marketeers. 40 But Benjamin was a risk-taker and when he got off the ship, he He became a New York State Senator, a multi-millionaire and a had reinvented himself as Doctor Brandreth of New York. The household name. youthful entrepreneur presented himself to the learned elders

patent medicine man someone who sells medicines of dubious quality they make themselves aloes a strong laxative obtained from bitter juices of various species of aloe

sarsaparilla the dried roots of various plants used to flavour some drinks and medicines Castile soap a hard white or mottle soap made with olive oil and soda

bloodletting the surgical removal of some of the patient's blood alphabet soup soup containing pasta in the shape of letters of the alphabet

115

c ::s

;:;:

.... .... 3 o ::s (1) '<

3

........

III

..,

(1)

III

Text analysis

4 Work through a-n, referring to the paragraphs CA-H). a Find an example of a rhetorical question. Why does the writer use this device? CB) b Find an example of a euphemism. What phrase could the writer have used instead? CB) c Which adjective is used with a double meaning? CC) d Find an example of understatement. What does the writer really mean? CC) e What is the writer implying by using the word quacks? (line 31) f Which phrase is used in a rather 'tongue in cheek' fashion to refer to people in the New York medical profession? CE) g What effect is the writer trying to create with the last sentence in this paragraph? CE) h What does the writer mean by the phrase: he took to the road? (line 54-55) What effect does the use of alliteration have in the last sentence of this paragraph? CF) j Find an example of a witticism related to a well-known saying. CG) k Find an inversion which emphasizes the intervention of Doctor Brandreth. CH) Which two words are used metaphorically when referring to the association between Brandreth and the New York Herald? CH) m Which phrase is used sarcastically when referring to Gordon Bennet? CH) n What stylistic device does the writer use to emphasize the reasons for the extraordinary success of Brandreth? CH)

Vocabulary 1/1 ~

....Gl ....

Words or expressions connected with trade and money

I'CI

E

5 Find words in the text which mean the same as the following. a someone who makes money by gaining his victim's trust CB) b an ability to make a profit CC)

>-

c selling goods by going from one place to another CC)

Gl C

o E

d cheat someone finanCially CD) e invested large sums in CH)

.... ....

f to the considerable sum or amount of CH) g people who favour a particular way of advertising or offering something for sale CH)

c :s

h a well-known person or product CH) Word knowledge: market

6 Complete the missing words in a-g. Example: a small number of customers who want a particular type of product or service: n ~c/J& ................... market a study customer needs and preferences: market c . . b create a monopoly by squeezing out the competition: "..................................................... out of the market c a product that is the most successful of its kind: market ". .. . ... . ............................ . . . . . . . . . d fill or suffuse the market completely: the market e wish to buy something: be ".......................................................... the market for something ... the market f be available for sale : be 0 g economic factors affecting the price, demand and availability of a commodity: market

Discussion

7 Discuss these questions in small groups. a What types of products are market leaders in your country? b How useful do you think market research is? c How easy do you think it is for an individual to make a fortune selling a product nowadays?

116

Listening

Part 1

1 What does success mean to you? How would you go about achieving it? How difficult might it be to achieve your aims?

Exam practice 2

~ )>>

2·18 You will hear three different speakers. For questions 1-6, choose the answer (A, B or C) which fits best according to what you hear. There are two questions for each extract. Extract One: You hear a woman training a new recruit to a firm selling water purifiers.

Tip On the first listening, put a dot beside the answer you think is correct. On the second listening, check that the other options can be eliminated.

1 What is the woman's view of the ten-point plan approach to selling? A It helps to identify potential customers. B It comes complete with all the necessary paperwork. C It is likely to succeed within a specific time period. 2 What does she emphasize as a particularly important factor in door-to-door selling? A being extremely well dressed B interacting socially with potential customers C dealing with objections at the door

Extract Two: You hear a fashion designer talking about footwear.

........

3 In the speaker's opinion, fashions in shoes are now becoming A more sport-orientated. B less formal. C more versatile.

3 o

~

(1)

4 He feels that the main sports shoe manufacturers should A be wary of competition. B employ more adventurous designers. C take advice from traditional specialists.

'<

..

3

Q)

(1)

""I

en

Extract Three: You hear a pop star talking about his sudden rise to fame. S What does the man put his initial success down to? A experience gained touring with a group B setting up in business on his own C working in the film industry

6 What is his attitude towards his potential wealth? A He thinks he'll find it hard to cope with. B He's afraid it will be short-lived. C He won't let it change him. 3 How different were the aspirations and from the ones you talked about in 1?

ac~ievements

the speakers mentioned

Vocabulary Success and failure

4 Which of the words below describe success, and which failure? Which are formal

and which are less formal? Decide what situations they can be used in. take off flunk bomb go down a storm go to pieces breakthrough lapse on the rocks out ofyour depth go under buoyant blow it come unstuck flop miss the boat cut your losses sail through rest on your laurels

5 Use the language from 4 to talk about success and failure . Think about: products

companies yourself friends

family

117

Speaking

Part 2

1 Work with a partner to discuss these questions. a What kinds of advertisements are popular in your country? b What is your favourite advertisement? c To what extent are you as an individual influenced by advertisements?

2

~ l»

2 ·19 Listen to part of a classroom discussion about the statement below. Make notes about how the students structure their responses, their range of grammar and vocabulary, and any mistakes they make.

Advertising should be banned as it persuades people to buy goods they don't want or need with money they don 't possess.

Studentl ........................................... . . . . ... . . . . . ... . . .

Tip

•• • • ••• ••• •• ••• •• •• • ••••• • • •• •••••••••• •••••••••• • ••• •••••• •• ••••• • •••••• ••• ••• ••• •• •• • • •• ••• ••••• • • ••• • •••••• •• ••••• • •••• •• ••••• •• •••• •• ••••• •• • • •• ••• •••• • •••••••••••• • ••••••• ••• •• • ••• •• •••• • ••••• • • •• ••• • • ••• • ••••• •••••••••••••••••••••••

Student 3

Remember that you will not see the tasks written down. You only see the heading above the visuals, so you need to listen careful ly to what you have to do.

...en

m

Student 2 . . ... . .................................................................................... . . . . . .... . . . ...... . . . . . . . . . . . . . . . . . . . . . ... . . . . . ... . ... . .... . . .... . . . . . . . . . . . . . ... . ...... ................................................. . . . . ... . ... . ... ..... ...........

Cl) .... ....

Exam practice 3 Look at these advertising images, and talk with a partner about what you think pictures A and B might be promoting. Give reasons for your opinions .

ca E >Cl)

C

o

E

A

c

B

Advertising campaign

4

~ ,»

2'20 Listen and make a note of what you have to do in the next phase of the task.

S Now work with a partner and do the task. Remember, you have about three minutes to do this phase of Part 2. Further discussion

6 You would like to use a slogan to accompany the image you have chosen. Decide what these expressions mean, then choose the best one to accompany your image. Time flies!

Time for a change.

The time has come!

Time and tide wait for no man.

The time is ripe!

Times are changing.

Time is on your side! Your views

7 Now, in pairs, explain to each other why you agree or disagree with this statement. Advertising provides information and stimulates trade.

118

Writing

Part 2, Report


1 Read this exam task and answer a-c.

You recently took part in a project to find out how employees in a company think costs can best be cut. You have been asked to write a report (280- 320 words) for the company on the employees' ideas for cost-cutting. In your report you should describe the advantages and disadvantages of the employees' suggestions and your evaluation of these . a Underline the main information your report must include. b Brainstorm with a partner ideas you might include. c Think about who the report is for and the style you will need to write in. Text analysis

2 Read the sample report and answer a-c.

a Does it include all the points you would expect? b How are the ideas organized? c How does the report include personal opinion? Introduction

C :::J

This report sets out to analyse employees' perspectives on ways in which ACA Ltd could reduce costs. The findings are based on focus groups and interviews with key members of staff.

;::;:

Background

3 o

The company is currently facing a challenging economic environment and needs to explore every avenue in order to avoid closure. A variety of approaches to meet these goals are being taken, of which this is one.

.... ....

:::J (1)

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3

I\)

r+ r+ (1)

Employees' Suggestions The employees were very forthcoming with a range of creative and innovative suggestions. The three main suggestions that recurred throughout are related to cutting advertising budgets, staff training and relocating offices. Advantages Advertising makes up a significant proportion of company spending and consequently is an obvious area to cut; furthermore, savings would be instantaneous. Likewise, ACA has a highly trained body of staff. Whilst this does give the company a competitive edge, a temporary reduction in spending may allow resources to be allocated elsewhere. Finally, and obviously a decision that cannot be taken quickly, was the suggestion to relocate. Staff felt that running and rental costs of a large traditional building far outweighed the advantages of such a location. Disadvantages Advertising and staff development are often two of the first areas under threat during a recession, however, cutting both clearly could have negative consequences. Should competitor companies not make such cuts to advertising then there is the potential that their profile could be raised above ACA's. Equally, if these companies continue to invest in staff development there is a danger that some of ACA's top employees could be attracted to these organizations. Lastly, relocating offices is a strategic long-term decision. Whilst annual costs would be reduced and, in the long term, savings made, short-term expenditure would increase. Conclu sions In conclusion, staff were very positive about helping the company reduce costs. Based on the need for immediate savings, and the limited negative impact, a reduction in staff training is potentially the best path to follow.

119

...

en

Nominalization

3 Compare each pair of sentences. How are they different? What effect does this have? a l ... a temporary reduction in outgoings may allow resources to be allocated elsewhere. 2 ... if we reduce outgoings, we could allocate the money elsewhere. b 1 Finally, and obviously a decision that cannot be taken quickly, was the suggestion to relocate. 2 Finally, staff suggested that we should relocate. This obviously can't be decided quickly. 4 Now decide why the nominalized form in italics has been used in these sentences. a The sacking of Mr Phillips was grossly unfair. b The company is cutting back on staff. These cuts were instigated as a result of declining sales. c A decision has been reached over pensions. d Your flight is at half past eight in the evening. e There are a number of discrepancies in his expenses. f The commitment to ring-fence frontline services was welcomed by campaigners and opposition leaders. 5 Rewrite a-h using a nominalized form. a The government will expand the tax-relief scheme to include small businesses. b Tax payers are demanding lower taxes.

... ........ ra

Cl)

c The board of directors restructured the organisation and profits increased .

Q)

d Government ministers condemned the banks for reckless practices .

E

e The CEO announced that the company is planning to relocate, and this shocked people.

>-

Q)

f It is very important that we reduce budgetary spending.

c o E

g The rising cost of living is slowing down and this has been welcomed by investment banks.

,.. ,..

h Prices of oil have risen suddenly in recent weeks.

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c

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Vocabulary Work problems

6 Complete a-f with a suitable word. a Union leaders have urged all their members to vote in the upcoming b The current .................................... . . . . . .. . ..... crisis has forced many employees to take voluntary c After the merger, a number of employees were d The number of firms going

off.

has increased in recent months .

e The city came to a grinding halt as transport workers went on ................................. . . . ............... f A former employee is taking the firm to an industrial . . . . . . . . . . . . . . . . . . . . . . . . ............ accusing them of unfair . . ... . . . . ... . . . . . ........ . . . ............. .

Exam practice Tip When writing a report, make sure that you haven't allowed your personal opinion to come across, especially if the topiC is one you feel strongly about.

120


7 Follow these stages to write your report: read, think, plan, write and then check. You work for a large company. The company is considering ways to reduce its carbon footprint. Your manager has asked you to write a report (280-320 words). In your report you should describe the positive and negative things the company is doing in relation to its carbon footprint and add your own suggestions on how it could improve.

c

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.... "'I

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!2. ReI

.... o C

"'I

;n' 3

Introduction 1 Look at the image above. What do you think it would be like to visit a city like this? 2 Now read this extract from a text about the city and complete 1-7 with the most appropriate word from the list. hooked ultimate abominable vibrant extreme overwhelmed improvised

'Mumbai is the (1) Asian city - big, (2) , brash, unequal. You can love a city in a way you don't love a village or a nation. It can get under your skin and have you for its energy, its buildings, its markets, its bustle, its scamsters, even its yellow and black taxis, which buzz up and down like bees. So it was with Mumbai when I first swooped in over the (4) slum shelters and landed at the airport near Juhu on my first by visit to India, aged 19. At once I was city, the most the magnificence of this (7) place I had ever seen.' 3 How different is the description of the city from what you expected? 4 What rhetorical devices does the author use to evoke his memories of the city?

5

~ )>>

2·21 Listen to someone remembering the sights, sounds, smells and tastes of a place they once visited. Make a note of the words they use to describe these things. Then, answer these questions. a What place is the person describing?

b What do you think attracts tourists to visit a place like this? 6 Divide the words in the list into five groups: smell, taste, sound, feeling and sight. Some words might fit in m ore than one group. spicy clatter fascinating rugged delectable hum impressive imposing acrid buzz heady bitter tart fragrant creamy odorous roar rumble sharp tender thriving musty screech heaving stench sweltering clammy nippy crisp

7 Think of a town or city you know well or would like to visit. Imagine you are there. a Write a list of the things you can hear, see, smell and taste and think of adjectives to describe those things. b Now describe the place to a partner using your ideas. See if your partner can guess which city or country you are thinking about.

121

Read-ng &

Part 7

Use of English 1 Discuss these questions. a What do you think motivates people to become travel writers? b What qualities do you think you need to become a successful travel writer? c Why do you think there are more well-known male than female travel writers? 2 Read the text about how to become a successful travel writer and think of a heading for each section.

Successful travel writing One of the biggest temptations for someone new to the travel game is to look at everything through rose-tinted glasses, and this typically comes out in their writing. They paint everything to be magical and perfect, and their stories are laid out in romantic, flowery language. But the reality is that over time the road will lose its lustre, and any reader who knows that is going to see right through your prose. Not to mention that the harsh realities of a place are often just as interesting as the poetry used to describe it - probably even more interesting. Look over what you've written, and if it seems as if you've just written a brochure, you might want to have another look. It might be your limited perspective that is causing the issue - perhaps you're still caught up in the magic of

And don't only take it out when you think you are going to do

the road. Or perhaps you are too caught up in selling the romance

something worthy of a story, because you never know when good

of travel.

fodder for a story will jump out of nowhere.

Although getting off the beaten track is always a good idea when

Writers always want to seem like an authority on their subject,

travelling, travel writers nonetheless feel they need to capture the

but when you are a travel writer, always experiencing new places

biggest sites that everyone comes to a specific country to see. So,

and new things, you will never be the complete authority on

even if they are the more adventurous type, they end up going to

anything. Don't be afraid to reveal your awkward moments, your

the same places that everyone else goes to. It may depend on what

embarrassments and your mishaps. These are the things that other

audience you're writing for, but the best advice is always to head in

readers who have travelled can relate to and it makes you seem

the opposite direction to everyone else and just see what happens.

more human.

In another country, the seemingly mundane often creates the most interesting, humorous and exciting moments. If you are stuck to the biggest attractions by assignment, always look for another angle and point out things that others miss. Rolf Potts' story about trying (and failing) to crash the set of The Beach when it was being filmed in Thailand (featured in his book Marco Polo Didn't Go There) was far better than many other travel stories I've ever read. An extremely valuable habit for a writer to form, especially in

Finally, if you want to produce good content on the road, you should be willing to take risks - if your idea of world travel is sitting in world-class resorts with a bottle of sunblock in one hand and a cold ice tea in the other, you will be waiting a long time for anything interesting to happen. Hop on the backs of motorbike taxis where death on the road seems a certainty. Eat eyeballs, barbecued rats, giant fried beetles and anything else they throw on your plate. Sample that home-made whisky from the dusty

this genre, is the habit of taking notes. Travel is exciting, and while

bottle some farmer hands you while touring through the middle of

you are caught up in the moment, it is easy to think to yourself

nowhere. Go hang-gliding in the Swiss Alps. In short, get out there

that there is no way it will slip from the forefront of your mind.

and live the road. Bad things will happen here and there, but the

But as the day winds down, you will find yourself sitting in front

same would be true if you never left your home. And all the other

of your laptop screen, trying your hardest to grasp the best details

adventures you have in between, well, those are the dreams that

out of what happened. Carry a small notebook on you at all times.

good travel writing (and life) are made of.

122

Exam practice

r

Tip If you can't answer a particular question , leave it and go onto others, then look at it again at the end as you may have missed something.

3 For questions 1-10, choose from the sections CA-E). The sections may be chosen more than once. In which section are the following mentioned? - the desirability of conveying a more personal message - the danger of writing in too transparent a fashion - the downside of subjecting yourself to an uneventful travel experience - the idea of being restricted by work commitments - the need to adopt a more reckless approach - the advantages of being prepared for an idea to pop up - the dangers of writers getting carried away by their own enthusiasm - the technique of trying to see things from a different perspective - the need to earmark something significant - the realization that writers are not infallible

Text analysis

4 Work through a-h, referring to the paragraphs. a What does the writer mean by the travel ga me? CA) b What does the writer mean by the phrase look at everything through rose-tinted glasses? CA) c What does the writer mean by flowery language? CA) d Which phrase means 'become less appealing'? CA) e Which word does the writer use to describe something which is apparently not very interesting or dynamic? CB) f What does the writer mean by the word ge nre? CC)

......

g Which word is used metaphorically to refer to source material or ideas? CC)

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1:1)

~

h Which phrase does the writer use to refer to a remote place? CE) Word knowledge: road, path and track

5 Use the correct form of road, path and track to complete the expressions in italics. Then explain what the expressions mean. a This piece of travel writing's not great but you're certainly on the right . . . . . . . . ................................ . . ... . . b When I discovered that my boss at the travel agency was fiddling the books, I knew it for me. was the end of the c I hadn't seen Martin for years then one day our . daytrip to London. d I love my job but it does mean that I'm on the

. ...... crossed while I was on a

four days a week.

e I'm sure there will be more opportunities further down the . . ... . . . ...................... . . . . . . .......... f It's getting late. I think we'd better make

back to the hotel.

g It's a fantastic holiday spot even though it's slightly off the beaten ................................. . . .................... h If we want to get to the beach before noon, we ought to hit the ... now. I completely lost

...

RD

of time when I was on holiday in Spain this summer.

When James told me he was going to sail round the world on his own, I stopped dead in my .................................................. . 6 Discuss these questions. a Would you rely on a piece of travel writing to inspire you to travel to certain places. Why/Why not? b How reliable do you think travel reviews on the internet are?

123

o c...

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3

Writing

Part 2, Article


1 Read this exam task and answer the questions below.

A travel magazine has invited readers to write an article about a memorable journey that was spoiled by a travelling companion. Write your article (280-320 words) giving details of the journey and why it went wrong. a Who are the target readers? b What register should the article be written in? c What aspect of the question means that this article should not just be a description of a journey? d Write an outline plan of how you would approach this task. Compare your outline with a partner. Text analysis

2 Read the sample article. Then answer questions a-d.

a What would cause the article to lose marks in the exam? b How could the article be improved? c What are some of the good features about the article?

E Cl)

d What verbs and other devices does the writer use to describe the movements of the train?

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Twelve hours of talking

.... C\I .....

There had been rumours that the Ethiopian military authorities

light of the late afternoon sun.

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had opened the ra ilway from Addis Ababa to Dire Dawa, and so

::s

one weekend some friends and I decided to get out of the capital

Dire Dawa, an oasis in the wilderness. I hired one of the horse-

and see some of the countryside.

drawn carriages at the station, and breathed in the sweet smell

s::::

We arrived at the station early in the morning, and pushed our

It was early evening when the train finally came to a halt in

of fresh rain. I leaned back in the carriage as it swept through the

way through the crowds to the ticket office. Two Revolutionary

empty, tree-lined avenues of the town towards the only hotel, and

Guards with machine guns seemed unconcerned at our presence,

savoured the silence.

so we made our way along the busy platform to the comparative

It was a delight not to have Emma's voice ringing in my ears. She

calm of the carriage. I found an empty window seat and settled in.

had got onto the tra in at the beginning of the trip and had not

The tra in started on the long twelve-hour haul to Dire Dawa,

stopped talking the whole time, which had ruined what would

hundreds of m iles east across the plains. City buildings drifted past the window and the train soon reached the green hills of the open countryside, dotted with round thatched farmers' huts. It was nearly midday when the train began to move slowly uphill into a region of volcanoes. At first, the trees became more and more scarce, and small pebbles were scattered on the ground. The train clanked on up to a desolate plateau, which stretched out as far as the eye could see, like some vast lunar landscape covered with pitted and pock-marked rocks. The final stretch, from mid-afternoon onwards, was the journey across the lowlands. There were thorny green acacia trees on the plain, and vultures on their branches stood out against the pale

124

have been a wonderful journey.

Writing skills: descriptive language

3 Read the following passage. What is wrong with it? We went down the rough track towards the jungle until we reached the river that went across the road. We parked the Land Rover in the shade of some rubber trees and got out. We went across the river, which fortunately was not too deep, and then, as we were in no hurry, went through the rice fields on the other side towards the forest. The path that went through the trees was entirely overgrown, so we went along it with considerable difficulty. It was nearly mid-afternoon when we finally got out of the thick undergrowth and got to the bottom of the mountain. Although we were all by now feeling exhausted, we went up the steep slope and went to the rendezvous point just as the sun was going down . 4 Rewrite the passage, trying to include the following verbs. You may also need to make a number of other small changes, to prepositions for example. arrive

clamber

cut

drive

emerge

hackyour way

lead

reach

wade

walk

Vocabulary Word knowledge: cut

5 Complete these phrasal verbs and expressions with cut using a suitable word. a I'm just not cut

for this kind of travel- I like my creature comforts .

b We were lucky that the back-up engine cut . . . . w w have crashed.

,

otherwise we would

c The torrential floods cut . . . . . ... . . . . . . ...... .... . . . . . . . . .... ... all access to the village. d I was really cut by what she said - I wish she'd kept her feelings to herself.

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e This hotel is a cut . . ............. . . ... . .... . ... . .. . .... .. the others we've stayed at - especially with regards to the impeccable service.

.... .... I\) ..,....

f We had to swerve to avoid the driver that cut us ... ....... . . . . . ..... . .... ... . .... ... ... . . . g My plan to go travelling on my own is by no means cut and . ... . . . .... . . . . .... . ... . . .. . . ... . ...... . I'd be very happy to have a travelling companion.

III

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h She's always cutting ............. . ... .......... ..... . . . . .... ... . . . with negative comments. I wish she'd just listen properly and then have her say.

AD

.... o r::: .., UI

Exam practice Tip When checking your work, look for any words (not only verbs) that have been repeated. Where possible, see if you can improve the style by , choosing a different word. ~

3


6 Read this exam question, and follow stages 1-5 to write your article. A travel magazine has asked you to write a description of a nostalgic journey. Write your article giving details of the journey and explaining why it was nostalgic for you . Write your article in 280-320 words. Stage 1: Read Think about what type of journey would interest your target readers . The key word is nostalgic. You will need to talk about memories of a place and why they are important to you. Stage 2: Think Think of details that will be included - the exact places and memories that you will talk about. What images do you want to describe? Stage 3: Plan Make a detailed plan, using this structure if you wish: Starting out: preparations, the reason for the journey The journey: how you travelled, memorable moments along the way Arrival: the place, your feelings Stage 4: Write Choose your language carefully to bring out the sense of nostalgia. Stage 5: Check Read through your article. Have you kept the readers' attention? 125

Reading &

Part 4

Use of English 1 Some people say that the journey is more important than the destination. What is your opinion? 2 Now read the text and answer these questions. a Why does Oliver prefer to travel by bus? b If you had been in Oliver's shoes, how would you have decided to travel?

Bus Journeys

Oliver Balch, travel writer

Darwin opted for a sailboat. Che famously went by motorbike.

advertised as taking twelve hours. Nothing was said of the balsa

Me, I'm a bus man. There are few crannies where a rickety local

rafts to make the half dozen river crossings, nor the almost total

bus won't take you. I've driven with brave (though not always

lack of tarmac, nor the high probability of getting stuck in the mud.

sober) bus drivers across Ch ile's Atacama Desert and to the edge

But when we rolled into town, a full day late, my preference for bus travel remained unshaken. It's true, I could have flown. But

of the Ecuadorian jungle, over the end less Argentine pampas and

if I had, then I'd have definitely missed out on the male bonding

to barren Paraguayan outposts.

that is shovelling mud during a torrential storm and the de lights

I'm not alone. Bus is the travel mode of choice for the majority of South Americans, too. Nowhere gives a better flavour of the

of an old lady's homemade cherimoya (a heart-shaped fruit with

continent than its often scrubby, chaotic bus stations. And no

white flesh and green skin) flan. And not on ly that, I wouldn't

cultural immersion programme can rival sitting shotgun with a

have heard a live (and regularly repeated) version of Bol ivia's top

local farmer or market tradesman.

SO all-time-classic folk songs. Even without these, the coach load

of accommodation offers I received from my new best friends in

Of my hundreds of bus journeys in South America, a ride

Cobija would have made the trip more than worthwhi le.

through the jungles of northern Bolivia remains the most emb lematic. The trip to Cobija, a town on the Brazilian border, was

From The Guardian

Grammar Counterfactual conditionals

See notes page 161

3 Read this sentence from the text and answer the questions below.

But if I had, then I'd have definitely missed out on the male bonding that is shovelling mud during a torrential storm and the delights of an old lady's homemade cherimoyaflan. a Which word is 'missing' after But if I had .. .? b What does the contracted form I'd mean in the second part of the sentence? c What is the connection between the information in the first and second parts of the sentence? 4 Correct the mistakes in sentences a-e. a If you would have travelled by train, it might have been much cheaper than flying . b I've never been backpacking, but if I would, I'm sure I'd have enjoyed the experience. c I'm sure if you'd tried a bit harder, you could had learned to speak a little of the local language. d If you've really been interested in seeing more of the country, you should've arranged to stay an extra few days . e I'd had stayed to listen to the guide instead of wandering around on my own if the tour had been a bit more interesting.

126

Mixed unreal conditionals

5 What is the difference in meaning between these two pairs of sentences?

a 1 If money was no object, we would go on a world cruise. 2 If money was no object, we would have gone on a world cruise. b 1 If we hadn't gone on that world cruise, we wouldn't have seen so many exciting places. 2 If we hadn't gone on that world cruise, we would have some money to go on holiday. 6 Which of these sentences a-f follows on from the sentences in 5 above? You do not need two of them. a But we just can't afford it now. b But we couldn't afford it. c But I don't think we'll ever be able to afford it. d But we can afford it. e So I'm glad we did. f So I'm glad we didn't. 7 Complete a-d with the correct form of the words in brackets. a If we we

(not/spend) all our money on that adventure holiday last year, (be) going skiing next month.

b If! .... . . . . . . . . . . . . . . . ... . . . . ... . . . . (not/lost) my passport when I was backpacking last month, I (not/have) all those problems trying to get another one. c If I (not/get) seasick every time I get on a boat, I the Channel by ferry when I went to France last summer. d If I Alternative conditional structures

(not/met) Paul on holiday, we

(cross) (not/be) married now.

8 Sometimes if can be used with, or replaced by, other structures. Read the sentences a-k and answer the questions 1-11 which follow.

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a Should you require any further information, do not hesitate to contact me.

CD

b If you should see Tim, give him my regards.

Qo

c If I were to go missing, what would you do?

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d Had I known what hard work it was going to be, I wouldn't have offered to pack.

Cl)

3

e If it had not been for the traffic, I wouldn't have been so late. f But for Sue's valuable help, we would never have caught the plane . g Were it not for the reasonable price of the meal, I would definitely have complained. h Provided/Providing that you plan your trip in advance, backpacking can be fantastic. Unless you speak the local language, surviving in another country can be difficult. j

Supposing the flight is cancelled, how are you going to get to your destination?

k They can't decide whether to set off on the expedition now or wait. 1 Which sentences suggest that the situation is possible but not likely? 2 Which sentences refer to past situations? 3 Which phrases mean without? 4 Which sentences invert the verb and the subject instead of using if? What is the effect? 5 In which of the other sentences can an inversion be used? 6 Which phrase is used to make a condition? How else can you say this? 7 Which phrase has a similar meaning to If not ... ? 8 Which phrase means if this is the case? 9 Which phrase is used to express a choice between two possibilities? Is it possible to replace the phrase with if? 10 Which of the expressions or alternatives are formal and might be written, and which are informal and would probably be spoken? 11 What other words or phrases could you use to rephrase supposing? 127

Word knowledge: if

9 Complete a-g using the phrases below. There is one you do not need to use . what if even if

if and when

as if only if if only

if so

if not

a

we have enough money to go on a package holiday, I don't want to do that. I'd rather do my own thing.

b

I hadn't decided to go on holiday that particular week. But how was I to know that the airports were going to be closed?

c This safety equipment is to be used . .... . .. . . . . ... . . . . . ... . . .. a critical situation arises. I tried to get a ticket for you to come to Paris, too? Would you like that? d e You may decide to change your date of travel. exchanged.

, these tickets can be

f Travel rules and regulations in the small print must be adhered to . ............................... ....... .............. you may find yourself in a difficult situation . g ......................................................... we ever get to go on holiday I hope it's somewhere hot.

10 Write sentences of your own starting with the words in the list below. If I hadn't ... Should you ... Were it not for .. .

Had it not beenfor .. . If I were to ... Unless . ..

Wh ether ... or ... Supposing .. . But for ...

Exam practice Tip Transforming the sentence may require idiomatic expressions, changes to the verb, different lexical items, or the insertion of extra words like prepositions.

11 Reading & Use of English, Part 4: For questions 1-6, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and eight words, including the word given. Here is an example (0).

o

Oliver did not sufferfrom his experience in the Bolivian jungle.

worse Oliverwas . 1 The local people were so generous that we felt quite at home there.

,...

had We would not have felt so at home there ........................ . ...... . . . ...... . . .. .. . . ... . . . . . . . ...... . ... ........ . . . . . of the local people.

Cl!

... '2

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2 Besides mapping the mountain ranges, there were many other reasons for the trip.

to There ............................. . ... . . . . .... . .... ..... ... ... . . . . . . . . . . . . ... . . . . .. . . . .. . simply mapping the mountain ranges. 3 After such a traumatic experience, somebody would have insisted that the airline passengers spent a short spell in hospital. subjected After such a traumatic experience, the airline passengers . . . . . . . . . . . . . . . . . . . . . . . . . .. . . ... . . . . ................ ....................... a short spell in hospital. 4 The delayed passengers were looking forward to arriving at their destination. wait The delayed passengers ................................................................................................. at their destination. 5 Brad was determined to drive across the desert. out Brad had no intention . . ................................. . ............ .... . . . . . . .. . . . . . . . . . . . . . . .. . . ... . .... across the desert. 6 The trip was never an ordeal for the travel writer. looked The travel writer never . . . . . . . . . . . . . . . . . .... . . ... . .......................... . . . . . . . . . . . . . ... . . . . . . an ordeal.

128

Speaking

Part 2

Exchanging ideas and reaching a conclusion

1 In pairs, look at pictures A and B below. Talk together for one minute about what effects the invention of these types of transport have had on our lives.

c

B

A

D

Brochure: Travell ing holidays

2 Compare your ideas with another pair of students. How similar or different were they? Evaluating and suggesting alternatives

3

.....

~W

2·22 Listen to some students doing a Part 2 task. Tick the discourse markers they use.

I see where you're comingfrom but ...

Imean ...

You do have a point there but .. .

On top of that ...

Well, let's see .. .

At least .. .

... , say . . .

Whereas .. .

However .. .

At the same time ...

Anyhow .. .

All the same ...

For one thing .. .

I guess .. .

Then there are .. .

To be honest ...

As a matter offact . ..

There is some truth in that, of course, but ...

III

< CD

Ro

....o c

::::! • Cl)

3

In any case .. .

4 Look again at the discourse markers in 3. Which ones are used to do the following? a dismiss or move on from what has previously been said b introduce another point of view c give yourself time to think d agree with what someone has said before adding your own opinion e give an example f say what you really think g add to examples you have already mentioned h qualify or modify what you have said

Tip Using discourse markers is a feature of natural language. They will help you to structure your responses and express your reactions to your partner's contributions.

introduce a list of points

Exam practice 5

~ )>> 2'23 Listen to the exam question. Then, with a partner, answer the question. Try to use some of the discourse markers in 3.

129

Reading &

Part 6

Use of English 1 Where do you think the photos on page 131 were taken? What do you think it would be like to live and work in a place like this? 2 Read the main text, ignoring the missing paragraphs and the words in italics. Find out where the writer went and what he was doing there.

Great explorations When I left that nautical shop in Ushuaia, Argentina with just

The island where we disembarked on that morning didn't seem

a few postcards, I had no idea how much I would regret it later. I

like the kind of place where no less than 500 shipwrecks took place.

couldn't imagine the real need for a human being to have a nautical chart of Cape Horn, the southern most point on the whole planet.

atmosphere. On one of its extremities there was a monument; on

Mainly since this would only become a reality after three intense

the other, a lighthouse which is home to traffic controller Patricio

days of navigating the waters that changed the history of the

Ubal, his wife and their children.

It was cold and windy but the sun provided a more hospitable

world and viewing the same landscapes that Charles Darwin and

E I/)

Ferdinand Magellan saw.

D

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o!S

a;

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There was nothing ordinary about that chart. The pen scratches showed the exact route that the vessel had taken in the first stretch of the course, which went from the capital of the archipelago to Cape Horn in Drake Passage where fearsome waters must be overcome to reach the Antarctic. There were over ten nationalities

A seasick Charles Darwin did not disembark at Cape Horn. It was 1832 and the young, inexperienced British naturalist had joined the second expedition of Captain Robert Fitzroy on his frigate, the

Beagle, in exchange for financial help from his father. On board were also three natives of Tierra del Fuego whom Fitzroy had taken to England on his last voyage. The mostfamous of these was Yamana Jeremy Button.

occupying the sixty-four cabins on the boat, which, with its siblings, ~

exclusively covers the extreme south of Patagonia. They're known

:::s

as expedition cruises and feature lectures on fauna and flora and

c

The glaciers there remain in the same place, however; exactly as Darwin saw them. The deep blue of the millennial ice is as

documentaries on Shackleton's expedition to Antarctica.

impressive as the ferocious noise coming from the huge chunks that break off that living mass. It is an unforgettable spectacle. 'Ninety dollars: said the Frenchman. He was on his honeymoon and his reason for wanting to buy the map was a strong one. His bride, who had always dreamed of spending her post-nuptial days

The auction had come to an end, but our voyage had not. The

in Madagascar, wasn't able to hold him back since she was napping

next morning, hours before the boat docked in Punta Arenas,

in the cabin.

we visited the Magellanic penguins on Isla Magdalena. This was

11 The first expedition to reach Cape Horn in 1616 was composed of two ships and eighty-seven men. It left from Holland in 1615 with

the mission of finding a passage from the Atlantic to the Pacific that could serve as an alternative to the Strait of Magellan, discovered in 1520 and monopolized by the East India Company.

11

130

the moment Sao Paulo native Lidia Senatore had been waiting for. Coincidentally, the nautical chart auctioned off had been purchased by her for $1 SO. Luckily for Franc;:ois, Valentine never heard about that.

Exam practice

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Tip Read the main text first, paying special attention to clues about what information might be missing and references to people and places. Underline any references before and / or after the gap which might lead you to find the answer before reading the missing paragraphs.

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3 Now read the missing paragraphs. Choose from the paragraphs A-H the one which fits each gap (1-7). There is one extra paragraph which you do not need to use . Use the questions in the missing paragraphs and the words in italics in the main text to help you, Missing paragraphs A Ushuaia is an unusual place. Half an hour from the city centre, the Cerro Castor ski station is the southernmost in the world and runs until the end of October, when all the others in South America have already closed and the European stations haven't even opened. (What might this paragraph refer to?) B 'Going once, going twice .. .' In a fit of obsession, Francois raises his hand, 'sold to the gentleman for $250.' Afterwards Valentine snorts: 'How can you pay $250 for a piece of paper?' (Where and when might you hear the opening words of this missing paragraph?) C All the people gathered that night in one of the lounges of the Chilean boat Mare Australis had been through this experience and now, on the last night of our journey, were staring at the auctioneer with a genuine greed for that tube with the paper inside. I couldn't help myself. I started off the bidding. (What might 'that tube' refer to ?) D These are fascinating people. The coldness with which his mother received her son two years after his disappearance provoked reports of amazement from Darwin, who witnessed this at Isla Navarino, where we disembarked that afternoon. But, instead of the people who used to live there, we only came across the tracks of beavers. (Who might the son be?) E 'How much is the chart of such an historic voyage worth?' chanted the auctioneer in order to raise the bidding, which had already passed $200. I'd stopped at 150 but the Frenchman and the table of Americans showed no signs of giving up. (Which voyage is being referred to here?) F 'Cape Horn was a dream for me. You can't go any further. It's difficult and dangerous to get there and I wanted to share this with her,' lawyer Franc;:ois Marty told me later. He only told his new wife Valentine that they were going to South America. 'Pack a bag for every season, everything from a bikini to ski clothes,' he advised her. (Why might the lawyer be explaining this to the writer?) G This is just a temporary position - it lasts less than a year - but a solitary one. It means having to pass the entire time isolated from the world, without seeing civilization and not even being visited by it during the winter months. (What might the temporary position be?) H More common for visitors are the itineraries which peruse the Patagonian canals further north. Other ships cover an even wider course but they don't pass by Cape Horn. And it was this mythical little island that had attracted those who were in that room. (More common than what?)

Text analysis

4 Work through a-f, referring to the text (i-viii) and missing paragraphs (A-H) , a What does the writer imply about the bride's attitude towards spending her honeymoon on a boat in South America? (iii) b What is the writer suggesting about Darwin's reason for joining the expedition to South America? (vi) c How does the writer imply Valentine might have reacted if she had known what the nautical chart had originally cost? (viii) d What impression does the writer create by using: afit of obsession and Valentine snorts? (B) e Why does the writer describe everyone's greed as genuine? (C) f What effect does the use of the word chanted have? (E) 131

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1 What are your main considerations when planning a travel experience? Rate the following beginning with 1 (the least important) to 5 (the most important). Give reasons for your opinion. cost type of travel experience destination amount of time available people you go with

Exam practice 2 04 $ 2·24 You will hear five people talking about travel experiences they have had. You will hear the recording twice. While you listen, you must complete both tasks. TASK ONE: For questions 1- 5, choose from the list CA-H) each speaker's reason for choosing the travel experience. A fulfilling a lifelong ambition B acting on a recommendation

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3 With a partner, discuss questions a-j. The words in italics are all used in the listening extracts. Listen again if necessary to help you answer the questions. a How might Speaker 1 have felt when her family came into some money? b Why do you think Speaker 1 found seeing animals in the wild awesome? c Why do you imagine Speaker 2 felt that climbing Kilimanjaro would be a doddle? d What do you think Speaker 2 meant when he said he was feeling pretty chuffed with himself? e What do you think Speaker 3 meant when she said 'I'm not the best of sailors.'? f What kind of scary moments did Speaker 3 probably experience on board the tall ship? g How do you think Speaker 4 might have reacted to the scenery he saw in the Scottish Highlands? h What do you think Speaker 4 meant when he said 'You can say goodbye to a good night's sleep'? Why do you think Speaker 5 had never considered Cuba as a tourist destination? Why do you think Speaker 5 feels that Cuba isn't just a carbon copy of umpteen other places?

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Exam strategies Reading & Use of English General skills In any kind of reading, there are two processes (often referred to as 'top down and bottom up') going on - the real world knowledge of, or interest in, the subject you are going to read about, and your ability to decode the grammar and vocabulary into meaningful sections. This is why many course books include some kind of lead-in questions before reading passages to motivate students to find out information. Two of the skills needed in this lead-in process and in tackling various reading task types are skimming and scanning, but there are others of equal importance. Here are some things you can do to improve your reading skills. • Decide what kind of reader you are: e.g. fast or slow? Do you visualize what you read about? Have you got a photographic memory? Do you need to go back over the same reading material to internalize/remember what you have read? • Time your reading speed (the average number of words native speakers read per minute is approximately 250). Try to increase your reading speed gradually while still retaining what you have read. This is a useful skill both for the exam and in real life. • Practise skim-reading for gist/global meaning to find out what a text or paragraph is about without worrying too much about individual words you do not know or understand. • Practise scanning to find specific information which you will need in order to answer certain questions. When you find the information you need, underline it and put the number of the question beside it. This will save you time in the exam. • Identify examples where the writer expresses an opinion or adopts a particular attitude. • Try to read between the lines and understand in more depth what views the writer is trying to put across. • Be aware of cohesion/text structure and text organization features , e.g. exemplification/reference. This will help you in the Reading and Use of English tasks like the gapped text. • Learn to manage your time, e.g. decide how long you should spend on anyone part of a paper so that you can do all the tasks . Practise doing a whole Reading and Use of English paper in the time available in the exam Cl hour 30 minutes). • When you learn vocabulary, try to remember it in context, together with words it collocates with, or in word families.

Techniques for the Reading & Use of English paper Part 1: Multiple-choice cloze (Units 1, 5 and 10)

• After skim-reading the text, read each sentence (not each line) carefully and look at the options to fill the gap. • Think carefully about the meaning of each word.

• Do not choose the first word you think is correct. Try all the options before you make your choice. • Ask yourself the same question for every option: Is this the right meaning of the word for the context? • Check that the word fits with the words before and after it, i.e. it is both grammatically correct and it has the right meaning. Part 2: Open cloze (Units 2, 6 and 11)

• After skim-reading the text, read the whole text again ignoring the gaps. • Now read the text again sentence by sentence, not line by line, and look closely at the words and structures before and after each gap. • Try to say each gapped sentence in your head. This might give you an idea of which word or part of speech could be missing. • Make sure the word you choose fits grammatically and makes sense in its context. • When you have finished, read the whole text again to see that it reads well and makes sense.

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Part 3: Word formation (Units 3, 7 and 9)

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• After skim-reading the text, read the text again, ignoring the words given, and decide what part of speech the missing word in each gap should be, e.g. an adjective, adverb, noun, etc. • If the missing part of speech is a verb, think carefully about which tense you need. • Decide which affix is needed to transform the word given. • Try to remember which prefix is needed for which letter when making a word negative, e.g. un- is the most common negative prefix and can be used before words starting with any letter. im - is used before the letters m and p. il- is used before the letter 1. ir- is used before the letter r. • Remember that sometimes other letters need to be added, e.g. suppose - supposedly. • Decide whether the word can change its form or be made negative by adding a suffix, e.g. relent -+ relentless care -+ careful, careless.

• Check that you have made all the changes necessary to the word, e.g. vary -+ invariably. • Check that the word makes sense in its specific and overall context. • Check the spelling of each word again. • Make sure you transfer your answers onto the answer sheet correctly. 133

Part 4: Key word transformations (Units 4, 8 and 12)

• Read the sentence before and after the given word in each item carefully and think about how the word might fit into the gap in terms of meaning and form. • Brainstorm any idioms, phrases or collocations the word could be used with to complete the sentence. • Remember that the rewritten sentence should be as similar in meaning as possible to the original sentence. • Remember not to change the key word in any way. • Think about the other changes you may need to make to the sentence to be able to keep the same meaning. • If you cannot do one of the questions, go on to the others and then come back to it. Part 5: Four-option multiple choice (Units 1, 5, 9 and 11)

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• After skim-reading the text, read the text again carefully. • Read the first part of each question and turn all the stems into questions. • Try to identify which part of the text the question is targeting and try to answer the questions without looking at the options. • Now look at the options and read each one carefully. • When you are looking for answers remember that MCQs follow the order of the information in the text, although there is sometimes a 'global' question at the end. • Even if you think you know the answer, always check that the other options are not correct. • Try writing your own MCQs for a text in this book which has a different task type . This will help you to 'get inside the head' of the examiner and understand how these questions work, e.g. in 4-option MCQs, one might be almost correct, one might echo the text but say something different, one could interpret the text in an inaccurate way and would therefore be wrong, and one is the correct answer. Part 6: Gapped text (Units 2, 4, 7, 10 and 12)

• Being aware of the cohesion of a text will enable you to tackle this task type. The difficulty with the gapped text is that it is a text which has been deconstructed. Some students find it difficult to reconstruct the text without actually being able to see it in its entirety, so you need to train yourself to do this properly. • Try photocopying texts and cutting them into paragraphs and see if you can piece them together coherently. Analyse how you were able to do this.

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• Try and predict what might come before or after an isolated piece of information. This will increase your interest in a text, particularly a literary one. • Make sure you understand the meanings of connectors and link words, e.g. so that and so ... that, and what they are expressing. • Type out a paragraph and remove all the connectors and reference devices. Put them in a list at the top in the order in which they appear. See if you can put them in an appropriate place in the text. • After skim-reading the text and missing paragraphs, always read the base text and missing paragraphs again carefully before doing the task. • Make sure you read the paragraph before and after each gap carefully as the missing paragraph might link with either of these. • For each gap, try to identify which paragraph is missing by quickly trying to imagine each paragraph in each gap and underlining the words which might help you to find where it belongs. • Write the number of the gap next to the paragraph you have chosen so that you do not waste time trying to remember what you decided . • If you are absolutely sure that a paragraph fits a particular gap, make your choice and discount that paragraph from the other gaps. • When you have finished, try the extra paragraph in each gap to make sure it doesn't fit any of them . Part 7: Multiple matching (Units 3, 6, 8 and 12)

• After skim-reading the text, read each section again carefully. • Read each question and try to identify which section it relates to. • Use a pencil to locate the different areas of information you are looking for. You could underline, e.g. people's names, and circle the information which applies to that person. This will help to check answers again when you have finished the task. • Check each piece of information against each question. • If you cannot answer a particular question, leave it and go on to others, then look at it again at the end. You may have missed something. • Remember that the text, speakers, etc. may use different words from those in the options. If you spot the same words, this does not mean that the question refers to that particular extract.

Writing General skills • Read through the task and underline the most important information, e.g. the context, target reader, points to include, length. This will give you the plan of your task, and usually all the information you need to write it. • The time pressure of an exam makes candidates want to begin writing as soon as possible to make sure that they finish the paper. Although it may initially seem like a waste of valuable time, taking a few minutes to plan your writing will ensure that it is more relevant and better organized. • Think about who you are going to be writing for or to. • Decide on a suitable writing style. • Decide what order to put your information in and how you will lay it out. • Decide how to link your sentences and paragraphs to the rest of the writing. • Use a variety of structures and vocabulary: don't keep repeating the same thing. • Try to write neatly and legibly. • The word count in the questions is meant as a guide. You will not be penalized for exceeding the upper limit. However, if you write too much, there is the danger that much of it will be irrelevant. You will lose marks for writing a lot of irrelevant information. Keep it focused! • Do not waste time counting individual words. Instead, work out approximately how many words you write on a page and use this as a guide. • Practise writing to a time limit to better prepare yourself for exam conditions. • Leave enough time at the end to check for errors and to see if what you have written makes sense. • Read widely. Not only will this help you learn more vocabulary and increase your grammatical accuracy but also allow you to appreciate different styles of writing which you can apply to your own writing.

Techniques for the Writing paper Part 1: Essay (Units 2, 4, 7, 10)

• Spend time reading the two texts carefully and identify the main points in each of the texts. • Identify whether the two texts present contrasting or complementary views.

• Plan how you are going to answer the question and organize the information. • Make sure you integrate and paraphrase each of the main points in the texts . If you fail to include any of the main points, you might lose marks. • Use the key points in the two input texts as the basis for your answer. • Integrate your own views and opinions with the key points. • Keep it focused. Avoid including any irrelevant information. • Make it interesting and engage the reader. • Write in an appropriate register. • Try to use a variety of cohesive devices. • Try to use a range of vocabulary to demonstrate what you are capable of. • You can use British or American spelling, but it must be consistent. • Leave sufficient time to check through your essay to avoid any unnecessary errors. • Practise by doing timed writing to get a feel for exam conditions. • For more detailed guidance and model answers, please refer to the Writing guide on pages 138 to 148.

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• Look carefully at the kind of text that the question asks for: it will be a review, a letter, an article, a report or, in the set text question, an essay. • Work out exactly who the reader is and choose a suitable style to write in. • Look at all parts of the question because there will be important information in each part. • Check that you have covered all the aspects that the question mentions. If you fail to address all strands of the question you might lose marks. • Do not choose the set text question if you have not prepared for it. • For more detailed guidance and model answers, please refer to the Writing guide on pages 138 to 148.

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Listening is a skill which some people are not particularly good at. It requires concentration and an ability to focus on what someone else is saying, rather than on what contribution you would like to make to the conversation yourself, so you need to put yourself in the position of a passive listener. A listening test can also induce panic and is sometimes perceived as being difficult, although results don't always bear this out, so careful and thorough preparation is therefore necessary before the exam. • Decide what kind of listener you are. Are you a good listener? Can you remember what people say or does your attention tend to wander? Do you easily lose track of what is being said? Being honest with yourself will help you to improve your listening skills. • Always make maximum use of the time given to read through the questions for the task carefully before listening to the text. This helps to focus on what you are about to hear. • The skills you acquire for the reading paper will help you to skim-read the questions before you listen and identify the information you are looking for. • Practise reading, listening, and making a few notes at the same time. • Try to tune in to the speakers' accents or style of talking quickly at the beginning of the listening task. • If you miss an item, don't panic. Just guess or leave the answer and go on to the next one, otherwise you may miss that one, too. You can have a go at the missed item when you hear the recording the second time. • Remember that there will usually be some distraction in a listening task, so do not choose an answer until you have heard everything the speaker says. • Although it is sometimes possible to predict the kind of answer to expect, it is imperative not to decide what the answer will be before you listen. • Remember that in the sentence completion task, the words you need will be the same as those you will hear and the words must be spelt correctly, so always check your spelling. • It often helps to underline the most important (key words) in each MCQ or multiple-matching option. The speaker may say the same thing but use slightly different words. • Practise listening to radio programmes or watching TV programmes in English if you can. • Familiarize yourself with different accents so that you are not always listening to only one type of spoken English.

Techniques for the Listening paper Part 1: Three-option multiple choice (three extracts)

(Units 1, 6 and 11) • Read through the questions quickly, but carefully, before listening to the text. This helps you to focus on what information to listen for.

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• Try to identify what the short listening extract is about, e.g. the speaker's attitude towards something, opinion about something, etc. • Put a dot beside the answer you think is correct when you listen for the first time. Then make your final choice on the second listening. • Concentrate on one extract at a time. If you cannot answer a question, leave it or guess and move on to the next one. • Check or decide on your final answers in the second listening. Part 2: Sentence completion (Units 2, 7 and 10)

• Read the sentences carefully and try to imagine what kind of information might be missing, e.g. names, facts and figures, but don't try to guess what the word might be. The answer will probably not be an obvious one. • Don't write the first thing you hear and assume it is the answer. Write it, but then listen to make sure the word is not a distractor. • The information in the recording might be in a slightly different order from that in the question. • Remember that answers are usually only one or two words so keep this in mind when deciding on your answer. • Correct spelling is essential in this task. Because of this, words which present spelling problems are usually avoided. • If you are unsure of the spelling of a word, don't waste time agonizing over how to spell it. Try and spell it according to its sound and move on to the next item. • Check that items fit grammatically and make sense. Part 3: Four-option multiple choice (Units 3, 5 and 8)

• Remember that this is one complete task which requires a longer period of continuous concentration than each of the three extracts in Part 1. There are also four options instead of three so more reading is needed. • Read through the questions quickly but carefully before listening to the text. This helps you to focus on what information to listen for. • Put a dot beside the answer you think is correct when you listen for the first time. • If you cannot answer a question, leave it or guess and move on to the next one. • Check or decide on your final answers in the second listening. Part 4: Multiple matching (Units 4, 9 and 12)

• Read both tasks carefully and underline what you think the keywords are. • You need to look at all the answers for both tasks while you listen to each speaker. So, train your eye to glance quickly at all the possibilities as you listen, even if you think you know the answer. Skimming skills will be useful here. • Don't be too hasty. A statement may look true because it contains phrases from the listening, but it may not have the same meaning. • As you listen, try to match the meaning, although not necessarily the exact words, with what the speakers say.

Speaking General skills Speaking in front of an audience is a skill that many people are not very good at, even in their own language. In an exam situation, candidates are effectively speaking in front of an unknown audience and this can make them feel very nervous. But remember that if you say very little, you won't be able to show off your speaking skills, so the important thing is to keep talking. • It's important to maintain eye contact with the examiner (except in Part 2 where you have to interact with your partner). • Speak clearly enough for both the examiners to hear you. • If there is any background noise, it can be difficult for both examiners to hear what candidates are saying. So, take a deep breath at the beginning of the test and project your voice. • If you are unsure about the content of visuals, speculate about them. Visuals can often be interpreted in several ways and you are entitled to your opinions about them. • Arm yourself with some useful fillers, phrases and link words which you can use to give yourself time to think, or to agree or disagree with your partner and structure your responses. • Don't be afraid to express and justify your own views and opinions about issues connected with the topics. • Listen carefully to what you have to do, pick up the cues and follow the prompts you are given. If what you say is irrelevant, you will not do so well. • Examiners will assess you on the following: grammar and vocabulary (range, accuracy and appropriacy); discourse management (organizing a larger unit of discourse, expressing and justifying opinions and developing topics); pronunciation (prosodic features and intelligibility); interactive communication (using general interactional and social language ) . • Don't be too nervous, or fidget! The examiner wants you to do well and is not trying to catch you out by asking difficult questions. A little nervousness is fine, as it often leads to a more motivated performance. • Show the examiner what you can do. You have spent a long time preparing for this examination. Don't waste the opportunity to display what you have learned!

Techniques for the Speaking paper Part 1: Conversation (Unit 1)

• This part of the test is to relax you and help you to tune in to the voice of the examiner and perhaps your partner. The questions will be about you, your hopes, likes, dislikes, opinions, etc. so don't panic. Try to enjoy this part. • Don't just answer the question with a one-word answer. Try to expand on your response and give the examiner a little more information. • Don't take too long to answer the question. Start talking as soon as possible to maximize your test time. • The examiner will stop you when the time for this section is up by saying 'Thank you'.

Part 2: Collaborative activity (Units 2, 6, 8, 11, 12)

• In this part of the test, you are expected to interact with your partner. It is important, therefore, that you give your partner the opportunity to speak as well as making a contribution to the conversation yourself. If you have a reticent partner, then invite them to join in. If you have a dominant partner, interrupt politely to say what you think, too. • Listen carefully to what you have to do and try to remember what it is. The title above the visuals will help you. Although you can ask the examiner to repeat the task, this wastes valuable test time so it is better not to do this if it's not necessary. • Don't be too dogmatic in your views. Trying to see both sides of an issue or argument may give you more scope to show what you can do with the language you know. • Don't worry about timing. Keep talking. The examiner will stop you when the time is up. Part 3: The long turn (Units 3, 4, 5, 7,9,10)

• Start talking as quickly as possible and think as you go along. Silence is time wasted! • Remember you are not being examined on your ideas, only your ability to express them, so don't be afraid to speak your mind . • You don't need to use the ideas below the question, but they might help you to structure your response. • Try to use discourse markers as pointers to what you are going to say, and a range of grammar and vocabulary. • If you know you've made a mistake, try and correct it. • If you can't think of a word, you can always paraphrase it. • Listen to what your partner says in the long turn as you will be asked a follow-up question related to the topic. • You will also be asked to join in the discussion after your partner has answered a follow-up question, so listen to what your partner says initially. Developing the topic

• Listen carefully to the questions as you will not see them written down. • Try to answer the question without going off the point. This will make your contributions more relevant. • Don't make your answers too anecdotal or personal. These questions are asking for your opinions and ideas, agreement and disagreement, etc. on themes related to, but wider in scope than, the topics in the long turn. • Sometimes the examiner may address a question to both candidates. Make sure you allow your partner the chance to speak after you have made your contribution. • There are no right or wrong answers to the questions so you can say what you think. • If you disagree with your partner, do so politely, acknowledging their contributions but adding your own. • Don't worry about timing. The examiner will stop you when the time is up .

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Writing guide Part 1, Essay Understanding the task

1 Read the exam question and answer questions a-c below. Read the two texts below. Write an essay summarizing and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in the answer. Write your answer in 240-280 words .

Chasing the yankee dollar The concept that money brings happiness is flawed and naive for two fundamental reasons. Firstly, being rich is only relative to the spending power of others within our circle, so inevitably we compare ourselves to this cohort. In other words, the desire is not necessarily to be wealthy but wealthier than others. In addition to this, we set ourselves goals, such as the purchase of a car or the acquisition of a house; on attainment of such achievements we feel a sense of satisfaction. Yet this is short-lived, and the endless cycle requires new goals and targets to make us happy; inevitably, these methods will never bring happiness.

It isn't just the money

It is widely accepted that the happiest countries are also among the richest, but the reason for this is not immediately obvious. A glance around society proves that money in isolation does not bring happiness. It is clear that people don't derive genuine fulfilment from the shallow hoarding of consumer products, or even the purchase of high-end goods . However, whilst wealth on its own might not engender a feeling of happiness or satisfaction, what it does do is to facilitate access to products and services that promote a sense of well-being, such as health and education. a Do the texts contain complementary or contrasting perspectives? b Paraphrase the two main points in each of the two texts. c What are your initial thoughts and reactions to the ideas? 2 Read the model answer and pay particular attention to the comments 1-12. The pursuit of happiness and wealth are two dreams and concepts that occupy much of humanity, but to what extent are the two interconnected? Can it really be argued that the

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acquisition of money and material goods is a prime signifier of fulfilment? Both texts (1) discuss the nature of these concepts, but from a different perspective (2). The first passage (3 ) argues that peop le chase riches to feel superior to others and to attain a given target (4). I personally feel (5) this will resonate with many people because we are conditioned by society to believe that this is what gives our lives meaning. Having possession (6 ) of more and more items generates a temporary feeling of satisfaction, and acqu iring these in the pursuit of status leaves the everpresent fear that other people will surpass our efforts. In contrast. the second text (7) proposes that the interconnected nature of wealth and other services such as education and health means that inevitably money does result in happiness (8). Whilst (9 ) we might not exactly feel euphoric in the midst of some medical procedure or when standing in line outside the classroom door, I would agree that (10) having sufficient prosperity to take advantage of these services is a vital part of our sense of well-bei ng. Were these services stripped away (11 ) or put beyond the reach of affordability, the negative impact on our mental as well as physical health would be considerable. In conclusion, it cou ld be argued that Rash cars and mansions allow limited progress along t he path to happiness. However. if those fundamental services. wh ich are facilitated by money and taken for granted by us all. were ripped from our grasp. I have no doubt that levels of contentment would fall (12). Comments on the model answer

1 A good reference to both texts in the introductory paragraph. 2 This signals a good early reference to the contrastive nature of the texts. 3 Focuses attention on the ideas in text 1. 4 Good paraphrase of text. 5 Clear shift to personal stance indicating evaluation. 6 Good use of a participle clause and helps maintain the link with the previous sentence. 7 Clearly marks the transition to the second text to give a balanced alignment. 8 Good paraphrase of text. 9 Good use of concessionary clause. 10 A clear indicator of personal opinion. 11 Good use of inversion which suits the more formal style. 12 Re-states the writer's main argument.

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3 Look at the essay below answering the same question as the model answer. Read the essay and try to improve areas you think are weak.

Expressing results accordingly .. . as a consequence ... hence ...

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satisfaction from . From one perspective, for some people it is only important to feel rich relative to others within their circle. When we feel wealthy in comparison to this cohort we perceive that we are rich. Additionally, we set ourselves goals and, when we meet these goals, we feel a sense of satisfaction. Unfortunately, this feeling is short -lived and the endless cycle means that new goals

Exam practice

4 Look at this further example of a Part 1 essay task and practise writing an answer. Read the two texts below. Write an essay summarizing and evaluating the key points from both texts. Use your own words throughout as far as possible, and include your own ideas in the answer. Write your answer in 240- 280 words.

and aims are needed to make us happy. Another perspective is that money in itself does not bring happiness but it enables people to purchase the products and services that they derive satisfaction from . Not from typical material goods but through other more basic and important needs. The richest countries unsurprisingly are also the happiest countries. Whilst money on its own might not bring happiness, it does let people access health and education that provide much satisfaction. It's not the money on its own that makes you happy but the things it's linked to like health and education.

Out of control The boom-bust cycle of world economies is hardly a modern phenomenon, spanning some 400 years in various guises. The pursuit of wealth through speculation on markets exemplifies the inextricable link, to the human eye, between money and happiness. However, were it simply a matter of acquiring enough valuable commodities to maintain a certain standard of living then perhaps the constant maelstrom of economic growth followed by the despair of recession could be avoided. Unfortunately, once one man becomes rich, another seeks to attain the same or a higher position until the value of such goods and services reaches yet again an unsustainable level and the inevitable decline ensues.

In conclusion, happiness is a goal many wish to pursue and so they look for different ways to achieve it. It does however allow access to basic services from which much satisfaction is derived .

Useful language Cohesive language Expressing similar ideas

Expressing opposing ideas

Furthermore, ... In addition, .. . Moreover, .. . Likewise, .. . Similarly, .. .

However, ... On the other hand, ... Nevertheless, .. . Nonetheless, .. .

Basic needs Striving for greater riches is something which transcends every aspect and level of society. Stereotyped as the greed of the rich elite, this perspective naively hides the fact that the vast majority of the world exists below the poverty line. At least 80% of humanity lives on less than $10 dollars per day and is fighting a constant battle for survival. It is therefore not surprising that to a certain extent money is equated with happiness, since the income derived from (often strenuous) labour enables individuals to eke out a meagre existence and the simple provision of food and shelter is not a simple given fact but a pleasure and comfort for all .

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Part 2, Article Understanding the task

1 Read the exam question and answer questions a-d. A newspaper has asked readers to write an article on the current debate surrounding the impact of mobile devices on our lives. Write your article (280- 320 words) for the comment and debate section ofthe newspaper giving your views on the positive and negative impacts on our lives? a Which word in the exam question indicates that your article should be discursive? b What aspect of the question means that the article should not consist of a history or description of mobile electronic devices? c What expectations might readers have of articles in the comment and debate section of the newspaper? d What style would be appropriate for this article? 2 Read the model answer and pay particular attention to the comments 1-12. When I took (1) a seat on a long-distance train journey recently, I was irritated to discover that I'd left my wallet at home. What really made me panic. though. was (2) the realization that I'd also left behind my mobile phone. Two hours without communication or music: however was I going to survive? (3) And yet, as little as two or three decades ago, modern mobile devices such as these belonged to the realms of science fiction. Who would have thought it possib le to bank, shop, watch movies, and listen to music and much more from something as minuscule as today's portable electronic products? Yet as with any technological development, the outcome for us all can be as damaging as it is beneficial (4). The instantaneous nature with which we receive so many products and services is truly astounding. In the case of music and literature, to name just two, you can carry in the palm of your hand the same amount of books and music that would have once been crammed into an entire room. Communication via phone (5), text, messaging, email, video calls enables us to try (6) a million and one ways to track someone down. Yet it is this very method of communication that is (7) dramatically transforming our society into something almost unrecognizable. Youngergenerations have always sought to differentiate themselves form what preceded them, and classic examples of this (8) are clothing or music revolutions. Now this platform literally enables entire sectors of society to isolate itself from another, and to some extent can be seen to be causing factions within society (9).

Seldom would anyone with a love of culture argue (1 0) that having the world of literature and music at your fingertips is in anyway a treacherous path down which society is heading (11 ). Yet. whilst I embrace aspects ofthis technological revolution. I do feel it is having a detrimental impact on something that sets man apart from other species - the abil ity to converse (12). Comments on the model answer

1 The inclusion of personal experience engages the reader in an appropriate way for an article 2 The use of a cleft sentence draws readers' attention to a specific point 3 The sardonic tone underlines the w riter's stance 4 Clearly highlighting stance 5 Use of nominalization to make phrasing more concise and easier to read . 6 Good use of pronouns to personalize the example and involve the reader, while at the same time broadening the frame of reference to include society at large. 7 Effective use of an emphatic device that helps convey the writer's stance 8 Clearly highlights exemplification 9 Good use of hedging. 10 Good use of inversion after a negative adverbial to create a more dramatic effect. 11 Interesting, emphatic choice of vocabulary. 12 Thought-provoking concluding sentence. Improve the article

3 Look at the article below answering the same question as the model answer. Read the article and try to improve areas you think are weak. Modern mobile devices perform a large number of functions . Many people in the past would not have imagined that so many functions could be performed on one device . This technological development has had many positive and negative impacts on our lives. Questions that once led to much debate can now be answered in seconds. The web is a great source of knowledge that allows questions to be answered instantly. For forgetful people as well mobile devices have many benefits. You can watch televisionon demand twenty four seven. It is even possible to send a text message to a television telling it to record a TV programme.

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At the same time, technology is changing the way people chat. Normally, conversation makes it almost impossible to talk to more than one or two people at anyone time. Social media allows for literally hundreds of people to take part in one conversation at the same time. It also allows people from all around a country or even the world to interact. It is even possible to join in a conversation two hours after it started and see what everyone has been saying. Therefore it could be argued that the internet has actually added something to conversations rather than taken it away. It is perhaps a difference between the ages that makes some people view technology as being a negative influence. Few young people would complain about being able to chat in this way, but I doubt many grandparents would enjoy using such a method of talking.

Useful language Giving examples For example/ins tance, .. . By way of illustration, .. . A good/Classic/well-known example/illustration (of this) is ... An example of this is the way in which ... ... illustrates this point/shows this point clearly. This can be illustrated by ... In the case of ... Take ... (as an example) such as ... Note: Examples in articles can take the form of an anecdote or description of personal experience, and are often included without an introductory expression.

Exam practice

4 Look at this further example of a Part 2 article task and practise writing an answer. A newspaper has asked readers to write an article on the current debate surrounding the impact of television on our lives. Write your article (280-320 words) for the comment and debate section of the newspaper giving your views on changing trends and their impact on our lives.

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Part 2, Letter Understanding the task

1 Read the exam question and answer questions a-d. You have recently read a newspaper article which stated that 'most people in society are far too reliant on convenience food and this is having a detrimental impact on people's diets'. You decide to write a letter (280-320 words) responding to the points raised and expressing your own views. a Based on the quote, what do you think was the underlying tone of the extract? b Is it appropriate to give examples? c What points might have been raised? d What register will be appropriate for this task? 2 Read the model answer and pay particular attention to the comments 1-11.

Dear Editor, I am writing in response to (1) the article on changing diets in society and wou ld like to share my views. Whilst (2) some interesting issues are raised that wil l no doubt encourage enthusiastic debate, some of the po ints expressed are fundamentally Aawed and somewhat exaggerated (3). Having said that, I would be inclined to agree that a proportion of our society does, unfortunately, represent the caricature depicted in the article. Yes, there is an element of society that is dependent on pre-packaged microwave food (4) to provide necessary sustenance in a quick and simple form; however (5), to assume that th is means peop le do not prepare fresh food at all, or that fast food alone is to blame for an increase in illnesses, is qu ite fra nkly lud icrous. Many packaged foods in fact provide people with a more than adequate nutritional balance and actually save people money, whi lst at the same time cutting down on waste. It is a well-known fact, which the article fails to acknowledge (6), that frozen vegetables provide higher levels of vitamins than many fresh products due to the deterioration in levels of nutrients as the fresh product ages (7). As far as people not being willing to prepare food is concerned, I'm afraid I again have to take issue here (8). Yes I too am 'gui lty', for want of a better word, of opening packets of ready-made food but at t he same time I frequently concoct (9) my own dishes. The world is not black and white, and thus shou ld not be viewed so one-dimensionally. To sum up (10), I, in common with many others, do not fall into the category of polar opposites suggested by the article. Whilst (11) we may at times enjoy convenience, many of us equally derive great pleasure from our creativity in the kitchen. I look forward to following subsequent articles on related issues. Yours faithfully 142

Comments on the model answer 1 Good use of letter writing conventions. 2 Concessionary clause helps set out writer's viewpoint. 3 Good use of more emphatic lexis. 4 Paraphrased the wording in the question. S The writer skillfully disagrees with the magazine: Having said that ... Yes, there is an element of society ... however ... . 6 The writer has tried to add a variety of structures. 7 The paragraph as a whole contains examples that successfully support the writer's main argument. 8 Appropriate use of register to politely disagree with someone. 9 More vivid alternative to 'prepare'. 10 The use of a concluding phrase shows good organization. 11 Good use of a concessionary expression to acknowledge a contrasting view.

Improve the letter 3 Look at the letter below answering the same question as the model answer. Read the letter and try to improve areas you think are weak.

Hi, I saw your article the other day and thought I'd like to have my say. There are a number of things I really don't agree with. The first issue that I disagree with is that people rely on convenience foods . Convenience foods do make up a part of many people's diets but they are not the only thing people eat. People eat all sorts of products and convenience foods do play a part in most people's diets but I don't really see that as a modern phenomenon or a concern. The phrase 'TV dinner' was coined more than fifty years ago, so it is hardly a new thing that people are eating convenience foods. It is not as if this has changed overnight and people are all of a sudden eating convenience foods; this has been going on for a long time. However, I don't think people really rely on convenience foods, they are simply that convenient. Modern life requires people to multi-task. So people buy convenience foods to help them do other things in their lives. When people have the time they cook. Personally I cook every weekend. I also cook quite often during the week. Many other people do the same. In fact I would say cooking is a hobby for me. It is also a hobby for many other people. So I don't agree that many people do not prepare food. The opposite is true, in fact: many people cook for a hobby. Thanks

Useful language Structuring a letter Opening phrases I'm writing to express my (concern, etc.) at/about ... I'm writing in response to ... . I am writing in reply to .. . . I'm writing with regardlreference to ... Expressing personal opinion I would definitely agree that .. . It would appear to me that .. . Having said that, As far as ... is concerned ... I would (however) take issue with ... Closing phra ses I look forward to (hearing, receiving, etc.) .. . I would therefore be grateful if you could .. .

Exam practice

4 Look at this further example of a Part 2 letter writing task and practise writing an answer. You have read a newspaper article which stated that 'thousands of dollars are chucked down the drain annually on so called alternative medicine'. Readers were asked to send in their opinions. You decide to write a letter (280-320 words) responding to the article and expressing your own views .

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Part 2, Review Understanding the task

Comments on the model answer

1 Read the exam question and answer questions a-d.

1 & 2 Good fixed expressions engage the reader, offering an alternative to 'once' and 'away from'. 3 Neat use of a nominal structure as opposed to the more wordy 'strategy aimed at attracting tourism'. 4, 5 & 6 Evocative lexis frames the setting and suggests an approving stance. 7 This extension of the standard comparative form indicates a critical attitude, reinforcing the negative term 'the hordes'. 8 The use of 'hordes' has negative connotations, and contrasts the notion of mass-tourism with the fine atmosphere of the hotel in the review. 9 & 10 Use of ethereal noun and verb helps create an evocative mood that reflects the writer's positive view of the destination. 11 Good concessionary structure that compares the alternatives. 12 & 13 Use of the conditional 'if' and 'unless' clauses maintains the reader's interest and strengthens the concluding statement. 14 A good way of organizing the ideas to have maximum impact on the reader

A newspaper has asked readers to write a review of a hotel they have recently stayed in. Write your review (280-320) for the travel section of the newspaper saying who you would recommend the hotel for and why? a Who might the readers of the article be? b What three main elements should your review consist of? c What part of the question suggests that you need to be evaluative in your writing? d What style of writing would you expect to use? Text analysis

2 Read the model answer, paying particular attention to the comments 1-12. In the dim and distant past (1), Sicily was well off the beaten track (2) of the international tourist market, but a robust tourism strategy (3) has thrown open the doors on some once little-seen gems (4). Unfortunately, Roods of tourists on cheap Rights have swamped some resorts beyond recognition, but with just that little bit more effort there are some delightful hideaways (5) to be found. Castel Di Tusa nestled (6) within a charming bay on the Tyrrhenian coast is one such place. In theory, there should be little to draw the tourists here were it not for the 'Art Hotel; Artelier Sui Mare. The compelling pull of the beaches, shops and restaurants in the much larger Cefalu is that bit more (7) convenient for the hordes (8) pouring out of the airport, but those that persevere and seek out this peaceful oasis are in for a treat. Each room has a contemporary style and an artist's take on a concept. It is as if you are staying in an art gallery. Whether you stay in the same room every night or experience the huge array of talent on display by hopping from room to room is your prerogative, but which ever you choose, drifting (9) to sleep in this peaceful utopia (10) is an experience to remember. Whilst (ll ) you might not have a swimming pool, gym and Rat screen TV you can experience din ner in the stunning surrounds of the terrace on the edge of the shore. jf (12) you expect all the trappings of five star luxury this would not be the place for you, and unless (13) you have particularly cultured teenagers it would not be the most energizing of breaks for them, however for those that enjoy the charm of peaceful idyllic surroundings in the comfort of some truly stunning rooms then this is the place to go (14).

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Improve the review

3 Look at the review below answering the same question as the model answer. Read the report and try to improve the areas you think are weak. When economic times are difficult, many people look for a cheap holiday. One economical option can be to opt for a holiday that includes everything. You will not have to spend anything more than you planned. Making this as cheap as your choice of destination . One great option for cheap all-inclusive hotels is Tunisia. The Club Hotel Riu Marco Polo is next to the beach and has a large swimming pool with sea views . For those who like sports activities, there is lots to do in the sea and on the beach with volleyball, canoeing, sailing and wind-surfing. There is a kids club and lots of sports for people to do such as tennis and football. There is also a kids' pool and lots of playgrounds. In the evening there are lots of bars and restaurants suitable for all members of the family with, amongst others, both an Italian and Asian restaurant to try. All the food and drink is included and served throughout the day. The rooms are comfortable and come with lots of

facilities. Each room has got a phone, satellite TV to watch your favorite programs, mini-fridge for snacks and drinks and air-conditioning to keep you cool. Family rooms also have a separate lounge to relax in. Like most hotels now, some rooms have sea views if you are willing to pay extra. Many people like having lots of things to do and lots of food and drink to choose from. The hotel has so much to offer that once you are there you never need to leave.

Useful language Comparison and contrast Comparison markers Similarly, ... In a similar way, ... In the same way as ... In common with ... Like ... Equally, ... Contrast markers: However, .. . Whereas, .. . Whilst .. . While .. . On the one hand, .. . On the other hand, .. . Instead of ... Unlike ...

By (way of) contrast, ...

Exam practice

4 Look at this further example of a Part 2 review task and practise writing an answer. A newspaper has asked readers to write a review of a restaurant they have recently eaten in. Write your review (280-320) for the travel section of the newspaper saying why you would or would not recommend the restaurant.

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Part 2, Report Understanding the task

increasingly difficult to secure employment as more and

1 Read the exam question and answer questions a-e.

more companies set English proficiency as a baseline (9 ) in their app lication procedure.

As part of a globalization proj ect at college, you have been asked to write a report (280-320 words) on the impact of the English language on your society. In your report you should describe the positive and negative effects English is having on your society and make recommendations to minimize any negative impact that English has had on society.

The positive impact In an ever-shrinking world of increased cross-border trade (10), English is of paramount importance (11) if our society is to remain (12) competitive. A wo rkforce more proficient in English has allowed us to remain so (13) through forging new agreements (14) with foreign companies and expanding our trade links into new markets.

a Which key words tell you what information to include? b Are you required to give suggestions? c Do you expect to have to give your own opinions? How will this affect style? d What will the target reader expect to achieve by reading the report? e How do you expect to organize the information in your report?

At a more local level, more widespread knowledge of English has also given our tourism industry a much needed boost as locals are in a much stronger position to communicate effectively with foreign visitors, creatin g (15) a much more welcoming environment for them when visiting.

Conclusions The benefits of adopting English cannot be underestimated. However, some of these benefits have come at the expense

2 Read the model answer and pay particular attention to the comments 1-17.

of some members of our society. Those without a good level of English are increasingly being marginalized and

Introduction (1)

disenfranchised (16). More support for the less affluent

The purpose of this report (2 ) is to analyze the impact of the

segments of our society wou ld ensure that the benefits of

Englis h language on our society. The report w ill comment

speaking English trickle down to all (17).

on specific observations a nd focus on both the positive and negative effects that English has had (3 ).

Comments on the model answer

Main areas of impact

1 Sub-headings signpost the information clearly. 2 Signals the intent of the report clearly. 3 Change of clause structure helps to avoid repeating 'society' again. 4 Interesting, ambitious use of vocabulary. 5 Good use of a cleft sentence. 6 Good use of fronting to maintain focus . 7 Avoids repetition. S Good alternative to 'depend on'. 9 Interesting choice of vocabulary. 10 Good use offronting and interesting vocabulary. 11 Strong collocation. 12 Good use of more complex grammar. 13 Avoids repetition. 14 Interesting use of vocabulary. 15 Good use of adverbial clause. 16 Interesting choice of vocabulary. 17 Good use of hedging and more complex vocabulary.

Across the globe the English language has infiltrated virtually all facets of life and echelons (4 ) of society. However, iL is in education and the world of work that (5 ) we are witnessing the most pervasive impact. To be ab le to function competently in both of these settings (6 ), there is an increasing requirement for proficiency in English. This (7 ) trend inevitably brings with it both positive and negative consequences.

The negative impact Trad itionally, English was seen as a subject in much the same way as Maths or Biology. However, with the recent introduction of bilingual education in many of our schools, its role has evolved and the issues arou nd this have been magnified. Success in a school subject often hinges on (8 ) a student's ab ility in English. More affluent members of our society are ab le to pay for remedial help, a solution that is not available to all. Similarly, many people are find ing it

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Improve the report

3 Look at the report below answering the same question as the model answer. Read the report and try to improve areas you think are weak. What impact has the English Language had on Bahraini society? This report will look at the impact English has had there. It is fascinating to observe the number of areas in which English has impacted on modern life, but the effect is not the same across all of society. More than fifty percent of Bahrain's population are non-Bahraini citizens. So inevitably a number of

Useful language Expressions for referring back and signalling intent Referring back As mentioned previously, ... As stated earlier, ... See above for ... As has already been discussed, .. . With reference to ... Signalling intent The purpose of this report is to ... This report sets out to ... The report will comment on .. . Below is an explanation of .. . The focus of this report is .. .

languages are spoken in different parts of society. Areas that have been particularly affected are those of education and employment. This is in part due to the fact that these two areas are interconnected. Private education has become more diverse both in its content and the language used to instruct students. This means that graduates of these schools can study and work anywhere in the world. English is largely the language used for the purposes of instruction in private sector schools. State education is often in the

Exam practice

4 Look at this further example of a Part 2 report task and practise writing an answer. You have recently been on an exchange programme to another country as part of your university studies. Your tutor has asked you to write a report (280- 320 words) of the main similarities and differences between your culture and the country you have just visited. In your report you should also make recommendations for future students who may travel there.

medium of Arabic and levels of English are not high meaning these high school graduates will have limited employment opportunities. The graduates of the private education system often live, work and study abroad and consequently are able to bring back to our society a wider range of skills and knowledge to the benefit of the whole wider society. The level of English obtained from state education English is not likely to be as high, resulting in a number of negative impacts on these students' career prospects and ultimately creating a greater divide in social classes. English is having a positive effect on the wealthy sectors of society and a negative effect on the poorer sectors of society. English has become a tool of power and control and through no intention of the language's native speakers.

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Part 2, Set texts There will be two questions in the exam on the set texts. These are always questions Sa and 5b in Part 2 of the Writing paper. Set text questions are optional. Each question will be based on one of the set texts. As the set texts can change from year to year, check with Cambridge ESOL for the most current texts. The information can be found on their website. Preparing for the set text task

Do not attempt to answer any of the set text questions unless you have read the book and studied it very carefully. If there is a film version, it is acceptable to watch this. However, it is advisable to watch the film and read the book. Whilst reading the book (or watching the film version), it is a good idea to keep a note of important aspects that you can use to answer the exam questions. In the exam, candidates with the best marks show a thorough knowledge of the texts. Here is a list of things to consider: • Overview It is important to have a clear understanding of the plot, the key events, and how these events are interconnected. • Themes Make a note of the key themes represented in the book. How true are these events today? What is your opinion of these themes? • Narrative Who narrates the story? What effect does this have on the reader? What is the narrator, or author's, tone or attitude? • Characters Make a note of main characters' physical appearance and personality traits. What is their behaviour like? Why do they behave like this? What are their attitudes? What is their motivation? How are they motivated? Do these aspects change as the story progresses? • Setting Make notes on the place, the society and the world in which the story is set. What is the relationship between the characters and the world they live in? Does the setting reflect the characters, attitudes, beliefs and traits? • Quotes Keep a record of important quotes that you can use to illustrate your answer.

Answering the set text questions

Here is a list of things to consider when answering a set text question: • Read the question carefully, underlining any key words. • Identify what the question is asking for. The question will have two or three elements. • It could be a report, a letter, a review, an essay or an article. Write in an appropriate style (see relevant pages in the Writing guide for these different task types). • Identify the target reader and write in an appropriate register. • Plan your response. • Try to address all elements of the question equally. • Do not write a summary of the plot. The question will ask for more than this. • Include, where appropriate, quotes to support your opinions. Useful language Themes ... draws attention to .. . ... a commentary on .. . .. . the theme runs through ... .. . marks the ... ... revolves around ... .. . interwoven themes of ... and ...

Narrative ... ... .. . ...

see through the eyes of ... is told from the point of view of ... draws the reader into the story. captures the readers' attention.

... ... ... ...

adopts a position which ... creates a sense of ... written in the first-person ... jumps from ... to .. .

Characters ... ... ... . ..

is portrayed as ... comes across as ... the protagonist undergoes ... is presented as ... ... a prime example of

Setting .. . is set against a backdrop of ... ... is set in ... ... alternates between .. . and ... ... p lunged into ...

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Grammar notes Unit 1 Past verb forms Past simple

We use verbs in the past simple to create distance from present time when we describe earlier situations (1). We use the present simple for things that are generally true or happen regularly (2). 1 Scott played rugby for his school. Did you live in Paris? I didn't have much fun as a child. 2 We play bingo on Monday nights. Do women live longer than men? I don't go out much. • We can use a present form when talking about a past situation if a description is still true: I stayed out of the sun most of the time there because I have fair skin and I burn easily. We can also use verbs in the past to create distance from present reality when we describe hypothetical situations (3). We also use this distancing effect of verbs in the past as a less direct and more polite way of making requests or offers and expressing personal opinions (4). 3 If I wasn't tired, I'd go with you . Supposing you found a bag of money, would you keep it? 4 Did you want to go out tonight? I thought we might get a bite to eat later. We use a verb in the past for a future event after the expression it's time (that) .... 5 It's getting late and it's time (that) we went home. (it's time Vie ga !tame)

Past continuous

We use the past continuous to describe actions in progress at a specific time in the past. 6 What were you doing at 8.30 last night? ~ I wasn't doing much. I was just reading. In sentences with when- and while-clauses, we can use the past continuous to describe an activity in one clause that is in progress before an action in another clause (7). The activity that starts later may interrupt the first activity (8). 7 While he was driving, I fell asleep. We saw Henry when we were walking in the park. 8 When you phoned, I was listening to the news. David was jogging when he slipped and fell.

We can use the verb hope in the past continuous to talk about an earlier plan (9) or as a way of making a request more polite (10) . 9 We were hoping to spend a couple of weeks in Spain, but it was going to be too expensive. 10 I was hoping you could help me understand how the new copy machine works. We can use the past continuous for general background information (11) and with verbs of 'saying' as a background before reporting some news (12). 11 We were having lunch with friends when I heard about the new contract. 12 One of them was telling me negotiations were over. He was saying that it was a done deal. We can use the adverb always with the past continuous to emphasize that something happened repeatedly and, in many cases, that it was annoying. 13 They never bothered to look at a map and, as a result, they were always getting lost. IQ

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Past perfect

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We use the past perfect when we are describing an action with the past simple and we want to refer to an action further in the past (14). We can also use the past perfect to describe earlier hopes or desires that were not fulfilled (15). 14 We tried to catch him during his office hours, but he had already left for the day. 15 We had hoped to have the party oLltside in the garden, but it rained all day. We use the past perfect in clauses with after or when to emphasize that an action was earlier. 16 Our team surprised everyone by winning after nobody had given them a chance. • Note that two verbs in the past simple can suggest a cause and effect: When I called, he came. Used to and would

We can describe past habits and states with used to (17), often when establishing a time frame for a narrative episode (18). 17 I used to play hockey. Did you use to have a dog? There didn't use to be so much traffic. 18 My parents say that when I was a child, I used to carry this old ragged teddy bear around. • Don't confuse I used to play (= past habit) with I was used to playing (= 'familiar with')

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We also use would in narrative episodes when we describe regular past actions (not states), usually after a past time frame has been established. 19 I'd take that teddy bear everywhere with me and I wouldn't let anyone else touch it. • In speaking, we usually use the reduced form 'd instead of would after pronouns.

We can use shall with I or we to express determination, or in questions to make offers or suggestions. It is becoming rare as a way of referring to future time. 3 We will forgive, but we shall never forget. Shall I start the ball rolling? Let's go, shall we?

We often use would for hypothetical situations, especially in unreal conditionals (20), and when we cautiously express an opinion or make a request (21). 20 Would you stay with me no matter what happened? It would be quicker if we took a taxi. 21 I would describe James as an average student. Would you check that I've done this right?

Future continuous, future perfect and future perfect continuous

We can use would for a future event that is described from a point of view in the past. This structure is sometimes called 'the future in the past'. 22 After that first brief meeting with Ben, Cristina just knew she would have to see him again.

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We can use would ( = 'be willing to') to describe willingness (23) and the negative form wouldn't (= 'not be willing to') when someone refuses to do something (24) . 23 Most people would pay more for better health care. I would stay longer, but I miss my pets. 24 She had a lot of influence, but she wouldn't help us . She wouldn't even listen to our plan. We use would with verbs such as love or prefer (25), and in the expression would/'d rather (26), when we are expressing a preference. In a clause following would rather, we use a past tense . 25 They would prefer it if I didn't talk about the project yet. I'd love to stay here with you. 26 I'd rather you didn't leave yet because I might need your help later. We sometimes use would, with stress, when we are criticizing a particular action in the past. 27 I was hoping to keep this a secret, but you would go and tell everyone about it.

Unit 2

Future time

Future: will and shall

There is no single form used as the future tense. We usually use will plus the base form of the verb to give or ask for information about the future (1) and to talk about possible future actions when we make promises, requests or threats (2) . We use contracted forms after pronouns ('ll) and in negatives (won't) unless we are being formal or emphatic. 1 Christmas will be on a Friday. The meeting won't start until 9:30. When will you leave? 2 We'll help you clean up. I won't tell anyone. Will you please go? 150

We can use will + be + present participle as the future continuous to talk about future actions in progress at a particulartime (4), to express plans or intentions (5) and to make polite enquiries about future plans (6) . 4 Next week at this time, you will be lying on the beach and we'll all still be slaving away here. 5 I'll be sending in my application tomorrow. After finals, we'll all be scrambling to find work. 6 Where will we be staying? Will we be paying for the accommodation ourselves? We can use will + have + past participle as the future perfect to say that something will be completed by a particular time (7). We use will + have been + present participle as the future perfect continuous when we look ahead to a future time and imagine an action lasting from a point in the past up to that future time (8). 7 By next summer I'll have finished my degree. It's 5:30 . Will Jay have left work already? 8 At the end of this month, I'll have been struggling to make ends meet for a whole year. Will or be going to?

We use will for a prediction based on past experience or knowledge (9), especially in the main clause of predictive conditionals (10). We use would or was/were going to when we describe a past prediction about the future (11). 9 As soon as the victorious British team lands at Heathrow, all their fans will start celebrating. 10 If you don't put anything away for a rainy day, you'll have nothing to fall back on later. 11 When I was younger, I thought I was going to be a rock star and I would never have to work. We use be going to for a decision already made (12) and will for a decision at that moment (13). 12 She's fed up with public transport so she's going to buy a car. 13 I need someone to take this to the post office. ~ I'll go! That's the phone ringing. ~ I'll get it! We can use will or be going to in many contexts with no difference in meaning. In questions, we can use will for open questions, no plans assumed, and be going to when there is an emphasis on intention. 14 What will you do next? What are you going to do next? (= What is your plan?)

Present simple and present continuous for the future

Unit 3 Focus and emphasis

We can use the present simple or the present continuous for future events in a schedule or timetable OS) and to talk about future actions we have planned or arranged (16). We can also use the present simple of be + infinitive to talk about official plans or preconditions (7). 15 The new course starts in January. I think Kate is heading out of here first thing tomorrow. 16 I see the doctor next Friday. We're playing golf tomorrow. (NOT It's sflevviflg

In spoken English we can use intonation and stress to focus on or emphasize one part of a sentence. In written English, special structures are often used . For example, we can add auxiliary do for emphasis 0) or contrast (2) in affirmative statements. 1 What a lovely spread. You did go to a lot of trouble! 2 The report isn't comprehensive, but it does point to a number of shortcomings. Fronting and inversion

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17 King Harald is to visit Oslo in May. If we are to catch the bus, we'd better get a move on. The future in clauses and phrases

In adverbial clauses, we usually use the present simple for future actions. 18 People will get serious about conservation when their water bills start to soar. (vv ill star t) In clauses beginning with after, as soon as , once and when , we use the present perfect for a future action viewed as complete (9) or the present continuous for a future action viewed as ongoing and incomplete (20) . We can use not ... until in a similar way (21). 19 They will only get serious about conservation when their water bills have started to soar. 20 They will only get serious about conservation when their water bills are starting to soar. 21 People won't get serious until their water bills start/ have started/ are starting to soar. We can use phrases with about to, due to, or expected to + base form of the verb to distinguish between future events as happening very soon (22), happening according to a schedule (23) , or happening based on an expectation (24). 22 Hurry up. I'm about to have a meltdown. Our flight is about to leave, you know. 23 We have plenty of time. Our flight isn't due to leave for another two hours . 24 The weather is really bad. Our flight isn't expected to leave any time soon. • Don't confuse due to leave ( = 'scheduled to') with due to the rain (= 'because of '). We can use future phrases with an adjective such as likely + infinitive to say how sure we are about a future event (25) or an adjective such as ready to say if we are prepared or not (26) . 25 Our team is bound / certain / guaranteed / likely / sure / unlikely to come out on top. 26 Our team is ready / prepared / set to fight for a place in the final four. • Don't use probably in this way: They will probably win. (The) are prebabl) te vvin.)

We can also focus attention on one part of a sentence by moving it to front position, known as 'fronting'. We use fronting for emphasis (3) and also to link a sentence more closely to the preceding sentence (4). 3 Complaints about poor communication inside the organization are increasing. This type of problem we can't ignore. (= We can't ignore this type of problem.) 4 We looked at one new manager's experience trying to modernize her department. At every turn she was confronted by bureaucratic red tape. After fronting, we often put the verb or auxiliary verb before the subject. This is called inversion. We use inversion after negative words (5) , phrases beginning with not (6), and after negative adverbs such as never or seldom in front position (7) . 5 I don't like it. Neither do my parents. Nor does anyone else that I've asked. 6 Not until much later did we learn that the earlier experiment had been a failure. Not only were many of the patients worse off, some of them had actually died. 7 Never had I heard such nonsense. Seldom do people get such an opportunity. • Others used like this: at no time, hardly, no way, not once, rarely, scarcely We use inversion after only with prepositional phrases (8) and time expressions (9). 8 I've looked everywhere for it. Only in Italy can you find this kind of ice cream. 9 Only after the test will we know if it worked. Only then can we decide what to do. Focus structures

We often use there with be to focus attention on the subject as new information (0) or to highlight the current importance of information already known (1). 10 People don't like the new tax and there have been protests in the streets already. (better than: and protests have been in the streets already) 11 I think we should go early. There is always the problem of finding parking.

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We can also use structures called cleft sentences to focus on one part of a sentence. In a cleft (,divided') sentence, we divide a sentence into two parts in order to focus clearly on one part. Some sentences begin with it and are called it-clefts (12). Others begin with what and are called wh-clefts (13) . 12 (Martin + ate your pizza.) -+ It was Martin who ate your pizza. (Martin ate + your pizza.) -+ It was your pizza that Martin ate. l3 (He really likes pepperoni pizza.) -+ What he really likes is pepperoni pizza. It-clefts

We usually form it-clefts with it + be + an emphasized part + a relative clause beginning with who (14), that (15) or no relative pronoun (-) , as in (16). 14 It was Colin who tried to call you earlier. It wasn't Colleen who phoned. 15 It is ballroom dancing that she likes more than anything else. 16 It won't be the cold (-) you'll get tired of during the Arctic winter, it will be the long hours of darkness (-) you won't be able to get used to. III

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We usually use it-clefts to focus attention on a noun or pronoun (17) , but we can also focus on a prepositional phrase (18) or an adverbial clause (19) . 17 It wasn't me, it was Jenny, who was out of sync with the rest of the group . 18 It was in 1836 that Dickens really started to find fame as a writer. 19 It's because the seasonal rains didn't materialize that everything looks parched. Wh-clefts

We form wh-clefts with a what-clause + be + an emphasized part. The emphasized part can be a noun phrase (20), a gerund (21) , or a noun clause (22). We usually use What as the object of its clause, but it can also be the subject (23) . 20 I can't stop yawning. What I need is a cup of coffee. (= I need a cup of coffee.) 21 What I enjoy most is swimming in the sea on a hot day. 22 What I hadn't realized is that people go out binge shopping as aform of therapy. What I'll never understand is why people think money is the key to happiness. 23 Social change is coming. What causes it will not be a violent revolution. It will happen almost imperceptibly through the medium of social networking. We can also use wh-clefts to focus attention on verb phrases. We use a form of the verb do in the what-clause plus the basic verb in the emphasized verb phrase (24). We sometimes use an infinitive as the emphasized verb phrase after to do in the whatclause (25). 24 The woman next door has an unusual job. What she does is repair old clocks. 152

25 David is always off on some adventure. Now what he is planning to do is (to) go to Africa and (to) study bonobos in the wild.

We sometimes use all in place of what to emphasize 'the only thing'. 26 I'll stop yawning soon. All I really need is a cup of coffee.

Unit 4

Perfect aspect

Present simple, present continuous and present perfect

We use the present simple for things that are generally true (1) and with stative verbs (2). 1 It rains more in winter. Birds don't sing at night. Do women live longer than men? 2 Anya loves chocolate. They don't believe us. He owns his flat. Cl le is 6VvnilIg his flat.) We use the present continuous for actions currently in progress (3) and for temporary states (4). 3 I'm calling to let you know I'm coming, but it's snowing and the traffic is moving slowly. 4 Wendy is being wild tonight. She is having a graduation party. (She has a par Fj tenight.) We use the present perfect to describe an action or situation that started in the past and connects to the present (5), especially with stative verbs (6), and after expressions such as this is the first time that ... (7). 5 How long have you worked here? - I've worked here since 1997. Cl vvenkhere since 1997.) 6 I have known Tony for about five years. Cl lmevv / I'm knev,ing 'FeJfiy fer fi,e years.) 7 Is this the first time you have been to an opera? This is the first time I've ever tried sushi. • We usually put the adverb after the auxiliary and before the verb (I have ever tried) We can use a perfect form with having + past participle or to have + past participle to emphasize that an event happened before now. 8 The mountaineers were excited about having reached the summit. They are thought to have already started their descent. Present perfect or present perfect continuous?

We use the present perfect continuous to focus on an activity or process going on from a point in the past up to the present (9) and to ask or talk about anything happening during that period (10). 9 They have been repairing our street and it has been causing a lot of traffic problems. 10 What on earth have you been doing? - I've been mucking around in the garden.

We use the present perfect continuous to describe an action or series of actions as part of a continuous process up to the present (11) . We can use the present perfect to specify the number of times we performed an action rather than focus on continuous activity (12). In many cases, these tenses are interchangeable unless we want to emphasize that the activity was continuous. 11 He's been calling for you. It has been raining a lot recently. 12 He has called 4 times and he has asked for you each time.

er le lIfts been eftllin,g 4 times .) We can describe an action as a process going on from earlier up to the present (present perfect continuous - 13) or as the present result of an earlier action (present perfect - 14). 13 We've been making chicken soup. That's why the kitchen is hot and steamy. 14 We've made chicken soup. That's what everyone's eating. Would you like some? Present perfect or past simple or past continuous?

We use the past simple for completed actions in the past (15) and the past continuous for actions in progress at a specific time in the past (16). 15 The light bulb was invented by Edison. I made mistakes because I didn't try very hard. 16 We were having problems with the car last week. It was coughing and spluttering a lot. We use the present perfect when we think a situation may not have ended (17) and the past simple when we think the situation ended before now (18). 17 I have lived in London for a year. She has known him since school. Has Jason been ill? 18 I lived in London for a year. She knew him in school. Was Jason ill all last week? We use the present perfect with expressions such as lately for a time up to now (19). We use the past simple with expressions such as yesterday for a time that ended earlier (20). 19 Have you seen any good films lately? So far my manager hasn't given me a pay rise. • Others: already, ever since, recently, since then, up to

now,yet 20 Did you see that film last night? I didn't do the workyesterday. er hftv efl't aefte it yesteratty.) • Others: a week ago, back then, in the 19805, the year before last, once upon a time In clauses beginning with after, as soon as , once and when, we can use the present perfect for completed actions in the future (21) and the past simple for completed actions in the past (22). 21 As soon as he has made his copies, I will do mine. We'll leave after they have finished. 22 As SOOI1 as he made his copies, I did mine. We left after they finished the repairs.

Past perfect or past simple?

We use the past perfect (had won) when we want to refer to events before other events in the past simple (won) or a specified past time (2002). 23 Jenny Fisher won her first gold medal in 2002. She had won two silver medals in previous Olympics, but this was her first gold. With the past simple (arrived) in a when-clause, we use the past perfect (had started) in the main clause for an earlier action (24) and the past simple (started) for a later action (25) . 24 When he arrived in the morning, we had started work. (= started work before he arrived) 25 When he arrived in the morning, we started work. (= started work after he arrived) In conditionals, we use the past perfect for something that did not happen (26) and the past simple for something that might happen (27). 26 If you had come, you could have stayed with us. If I'd known, I would have helped you. 27 If you came, you could stay with us. If I saw anyone doing that, I would try to stop it. Past perfect or past perfect continuous?

We use the past perfect continuous for events in progress before another event in the past (28) . We can use the past perfect continuous to focus on the duration of a period before the past (29), or use the past perfect to focus on the completion of that period (30). 28 I had been thinking about that before you mentioned it. Others had been talking about it. 29 Jack had been working as a systems engineer since he graduated and he was getting bored. 30 Jack had worked as a systems engineer since he graduated and he was bored. We can focus on an action as a process going on before a past event (past perfect continuous - 31), or as the past result of an action earlier in the past (past perfect - 32) . 31 We had been making chicken soup so the kitchen was still hot and steamy when she came in. 32 We had made chicken soup so we offered her some when she came in . Future or future perfect?

We use will with verbs to talk about future events and in making predictions (33). We can use will have in the future perfect to say that something will be completed by a particular time (34) . 33 Christmas will be on a Friday. If the sun doesn't shine, we will have to change our plans. 34 It's 5:30. Will Jay have left work already? By next summer I'll have finished my degree. • Other modals can be used instead of will + perfect: Jacob was late because he had to walk to work. Normally he would have driven his car. I think it must have broken down. 153

Unit 5

Modals

Modals

The modals are auxiliary verbs such as mayor must that we use with the base form of the verb when we talk about things in terms of prediction, possibility, necessity, deduction or obligation. 1 We may be in for a spell of bad weather. So we really must get the roof repaired soon. • Others: can, could, might, ought to, shall, should, will, would We use a modal with have plus a past participle to form the modal perfect (2) and a modal with have been plus a present participle to form the modal perfect continuous (3). 2 I shouldn't have left my phone on the table. Someone must have walked off with it. 3 The thief must have been hanging around nearby. He might even have been watching me. We use a modal with be (4) or have been (5) + past participle to form modal passives. 4 Some things cannot be explained by reason. This shirt should be washed by hand. S The work area should have been cordoned off. Some passers-by could have been injured. Prediction: will, would

We use will for a predictable situation (6) and would for a hypothetical situation (7). We use would have plus a past participle for a past event or experience that is imagined (8). 6 He will look better without that scruffy beard. (= I think he 's going to shave it off.) 7 He would look better without that scruffy beard. (= I don't think he's going to shave it off.) 8 It was an awesome party. You would have loved it. You would have had a blast. Possibility: may, might, can, could

We use may/might to say that something is possible now or later (9) and may have/might have plus a past participle to say it is possible that something happened before now (10). 9 Taking these pills may/might cause drowsiness. You may/ might fall asleep at the wheel. 10 I may/might have lost my key somewhere. It may/might have dropped out of my pocket. • We can use might have plus a past participle to convey annoyance at something not done: I waited at home all morning for the plumber. He might have phoned me to say he'd be late. We use the expression may/ might (just) as well when we make a possible comparison, usually negative, between two things. 11 The soup was horrible. We might (just) as well have been drinking dishwater.

154

We also use can/could to describe a type of behaviour that is (can) or was (could) common or typical (12). We use could, not can, when we speculate about things happening now or later (13). We use could have plus a past participle when we speculate about the possibility of an earlier event (14). We can use might/might have in place of could/could have in these speculative uses . 12 Some dogs can be very dangerous. The old house could be quite cold, even in summer. 13 My car won't start. Could something be wrong with the engine? (Can s6mething be vvre!"lg?) 14 That area is dangerous. You could easily have fallen down. You could have hurt yourself. • We can use could have plus a past participle to convey annoyance at something not done: I sent Susan a card and some money. She could have written a short thank you note at least. Necessity: must, need to

We use must to say that something is necessary and mustn'ti must not when we tell people not to do things or to say that something is a bad idea. 15 Plants must have light to grow. Empty boxes must not be stacked near the emergency exit. We can also use (not) need to for something that is (or isn't) necessary (16). We use didn't need to when we mean that it was not necessary to do something (17). We use needn't have plus a past participle when we mean that something unnecessary was done (18). 16 All plants need to have light. There are some plants that you don't need to water every day. 17 I knew there wouldn't be a test, so I didn't need to study. I watched TV instead. 18 I studied all night then found out the test was cancelled. I needn't have studied at all. Deduction: must, can't, couldn't

In positive deductions we use must for what we think is likely now (19) and must have plus a past participle for what we think is likely to have happened already (20). 19 You're shivering. You must be cold. Something must be wrong with the heating. 20 It's chilly in here. Someone must have left a window open. It must have been the cleaners. In negative deductions we use can't for what we think is not possible now (21). We use can't have/couldn't have + past participle for what we think was not possible earlier (22). 21 The bill is over $80. That can't be right! You can't be 30 years old! (Y~tllIItlStn't be 30!) 22 I was surprised by how young the police officer was. He can't! couldn't have been a day over eighteen.

Obligation: should, ought to

• We don't repeat a pronoun: I never met the man that she married (him:) .

We use should to express an obligation (23), to say what we think is a good idea (24) and to give advice or a warning (25). 23 The police should crack down on speeding. Drivers should really slow down near schools. 24 Teachers should get more pay. Children should be taught to say 'Please' and 'Thank you'. 25 You shouldn't go swimming right after eating. You shouldn't walk in the park at night.

In non-defining relative clauses, we use who, whom or which. Don't use that or no pronoun (- ). 8 David and Ann, long-term tango partners, who/ whom everyone overlooked in the early stages, were on fire in the final round. 9 Halloween, which is celebrated on October 31st, can be quite frightening. (that is celebrated)

We use should have/ shouldn't have + past participle when we think that something desirable did not happen (26) or that an obligation was not fulfilled (27). 26 I should have rehearsed more before playing. I'm sorry. I shouldn't have left such a mess. 27 They should have told us that it was dangerous. They should have put up warning signs.

We use whom or which after prepositions (10), especially after expressions such as some of or both of describing how many or how much (11). 10 Harry McGurk, after whom the famous effect is named, worked at the University of Surrey. 11 Captain Scott Carter wrote two maritime histories, both of which became bestsellers.

We can use ought to and ought to have with the same meaning as should and should have. 28 You ought not to walk in the park at night. They ought to have put up warning signs.

We can use which (12) , or a prepositional phrase containing which, such as in which case or by which time (13), to add comments about the whole clause before it. 12 One of the candidates told us he had a PhD, which turned out to be untrue . 13 Students may arrive with limited proficiency, in which case an extra class is recommended.

Unit 6

Relative clauses

Defining and non-defining relative clauses

Relative clauses (or adjective clauses) are subordinate clauses connected to a noun phrase in another clause. They are usually introduced by the relative pronouns who and whom for people, which for things and that for both. Some relative clauses are used without a relative pronoun (-) 1 We have friends who/ that live in Cornwall and whom we often visit in the summer. 2 They have a cottage which/ that is near the most beautiful bay (-) I've ever seen. There are two types of relative clause: defining and nondefining. We use a defining clause for essential information that identifies the people or things we are talking about (3). We use a non-defining clause, separated by commas, to add extra information (4) . 3 My uncle who lives in London is an architect. (NOT = my uncle who lives in Liverpool) 4 My uncle, who lives in London near Hyde Park, has invited us to stay with him at Christmas. In defining relative clauses, we use who, which or that to refer to the subject (5) or object (6). We can also use whom or no relative pronoun (-) for the object (7). 5 I remember the people who/that used to live next door. (= the people used to live next door) They had a little dog which/ that barked a lot. (= the dog barked a lot) 6 I loved the beautiful bouquet which/ that (-) you sent. (= you sent the bouquet) 7 I never met the man who/ whom/ that (-) Jane married. (= Jane married the man)

We can also use where (l4) instead ofin which after a noun such as case: 14 In many cases where a request has been made, it has met with a flat refusal. • Other nouns used with where: activity, example, experience, point, situation, society, stage

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A relative clause formed with a participle and no relative pronoun is called a reduced relative clause. We use present participles for active verbs (15) and past participles for passive verbs (16). 15 I think there are two students waiting outside. (= who are/were waiting) .16 The strawberries dipped in chocolate are delicious. (= which are/ were/ have been dipped) We can use a participle from a simple passive to describe a general situation (17) or a continuous passive to emphasize that a situation is continuing (18). 17 We are concerned about people held in prison without a trial. (= who are held) 18 We are concerned about people being held in prison without a trial. (= who are being held) We can move reduced non-defining relative clauses from middle position to front position. 19 Played indoors with cheaper equipment, ping pong became more popular than tennis . (= Ping pong, which was played indoors with cheaper equipment, ... ) 20 Dripping with sweat, the marathon winner raised his hands in triumph. (=The marathon runner, who was dripping with sweat, ... ) 155

We don't use a participle instead of a verb that describes a single or sudden action (21) or a verb with a subject that is different from the relative pronoun (22). 21 There was a sudden bang that woke me up. (sudden bang "aking me up) 22 This isn't the information that I was told before. (theinformation told befOl e) We usually use an infinitive, not a participle, after a noun phrase with the adjectivesJirst, second, etc. 23 Neil Armstrong was the first person to walk on the moon. (the fir st person" alking) Reduced adverbial clauses

An adverbial clause that is formed with a participle is called a reduced adverbial clause. As in reduced relative clauses, we use present participles for active verbs (24) and past participles for passive verbs (25). 24 Waiting for the train, I can usually catch up with the day's news. (= When I am waiting) 25 Driven to desperation by hunger, you might consider eating a frog. (= If you are driven)

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We can include some conjunctions, such as when or if, in reduced adverbial clauses (26), but not others, such as because (27). 26 Wh en waiting for the train, I can usually catch up with the day's news. If driven to desperation by hunger, you might consider eating a frog . 27 Not knowing her real name, I referred to her as 'Hurricane'. (Because not kno,ving) • Other conjunctions used in reduced clauses: after, although, as if, before, since, while We use reduced adverbial clauses when the subjects of the main clause and the adverbial clause are the same (28). We avoid using reduced clauses when the subjects are different (29). 28 Barking loudly, the dog scared us. (= Because it was barking loudly, the dog scared us.) 29 Because it was barking loudly, we were scared. (Barking loudly, 'vc "ere seared)

Unit 7

Continuous aspect and stative verbs

Present simple and present continuous

We use the present simple for things that are generally true (1), for informal reports and instructions (2) and with stative verbs (3) . 1 Giraffes live in Africa. Birds don't sing at night. Do you play cards on Mondays? 2 It says here the strike is over. I suggest you call the manager and report the problem. 3 Jenny's cough sounds terrible. Do you know if she has a sore throat too?

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We use the present continuous for actions in progress (4) , especially with verbs that have 'change' as part of their meaning (5) and stative verbs describing temporary states (6). 4 What are you doing? - I'm eating breakfast and reading the morning news. 5 Your child is developing normally. The planet is getting noticeably warmer. 6 Why are you being so careful not to spend anything? - I'm having cash-flow problems. We can use the present perfect continuous to focus on an activity or process going on from a point in the past up to the present. 7 We have been reading about asteroids. It has been raining a lot recently. Stative verbs

Stative verbs are used to describe states, not actions, and therefore are used more commonly in the simple form . We use stative verbs to describe the experience of our senses (8) , thinking (9), possession (10) and emotional states (11) . 8 Some types of cheese don't smell very good, but they taste great. (they're tasting great) 9 A lot of people believe in ghosts. I just don't understand algebra. 10 We have a dog and two cats. Does this pen belong to you? (Is this belonging to you?) 11 I don't hate Brussels sprouts, but I prefer other kinds of vegetables. • Other stative verbs: consist of, contain, depend on,

dislike, doubt, hear, imagine, include, involve, mind, own, realize, regard, remember, suppose, want We also use linking verbs such as be, appear and seem like stative verbs. 12 Jane is a new student. She doesn't appear to have any friends. She seems to be very shy. We can use some verbs, such as mean or measure, as a stative verb (13) or an action verb (14), with different meanings. We can use a verb such asfeel in both the present simple and present continuous to describe the current state of the subject (15) or in the continuous to say what action the subject is performing (16) . 13 'Aloha' means 'love' in Hawaii. The main living area measures about forty square metres. 14 I've been meaning to talk to you. Why are you measuring the height of the wall? 15 Jenny looks a bit rough, but she says she feels/is feeling fine. 16 The vet is feeling the cat's stomach to check for swelling. • The verb need is not used in the present continuous, but can be used in the future continuous to make a polite enquiry: Will you be needing a ticket or have you already bought one?

Unit 8

Infinitives and gerunds

Infinitives

We use infinitives (to + verb) and negative infinitives (not to + verb) after verbs (1), adjectives (2) or nouns (3). 1 We agreed to meet on Fridays. He promised not to tell a soul about their secret liaison. 2 We'd be happy to give you a hand. I was sorry to hear that you weren't feeling well. 3 She made a decision to confront the criminal. It wasn't her intention to attack or injure him. We can use a passive form of the infinitive (to be + past participle - 4) and a perfect infinitive (to have + past participle) for an earlier action (5). 4 The workers want to be paid today. I pleaded with her not to be taken in by his smooth talk. 5 I hope to have read the guidebook before we go to Berlin. You seem to have been very busy. We can use an infinitive (to get) to express purpose and only with an infinitive (only to find out) when we want to express a result. 6 We made a big effort to get to the meeting only to find out that it had been postponed. Bare infinitives

We use bare infinitives (base form of the verb) after modals (7) and after verbs such as make or let with objects (8). 7 I can't stay long. What will we do if they tell us we must pay more? (VI e II1tlst to pay) 8 Please make her stop that noise. They won't let us leave unless we pay more. (let tlS to leave) Gerunds

We use gerunds (verb + -ing) like nouns : as subjects (9), as objects after verbs (10) and after prepositions (11). We can use determiners such as the or his before gerunds (12). 9 Studying makes me sleepy. My doctor says that swimming is the best exercise. 10 We don't mind waiting. Paul enjoys not having ajob. I suggested taking a coffee break. 11 She watches TV instead of working. Ryan got angry and left without saying another word. 12 Do the dusting first, then the vacuuming. The baby's okay, but his crying upsets me. • We can use a perfect gerund (having + past participle) to focus on a complete action in the past: Karl felt guilty about not having saved enough money to buy Lucy an expensive present.

We can use gerunds in phrases with objects and complements (13). We use present participles, not gerunds, in participle clauses that are similar to reduced versions of relative clauses and adverbial clauses (14). (See Grammar notes, Unit 6, examples 15-29.) 13 Helping people is more fulfilling for me than making a lot of money and feeling miserable. 14 Two American tourists (who were) visiting London on their honeymoon were attacked by a group of young people while (they were) walking near Hyde Park late last night. Verbs used with infinitives and gerunds

We use infinitives, not gerunds, after verbs such as hope and offer (15). After verbs such as tell and warn, we must include a noun phrase to identify the subject of the infinitive (16). 15 I'm hoping to get a day off soon. We offered to pay for the damage (V'ore etfereel paying) • Other verbs used with an infinitive: agree, aim, claim, decide,jail, plan, refuse, vote, want 16 They told us to wait for them. We warned everyone not to leave their doors unlocked. • Other verbs used with a noun phrase + an infinitive: force, order, persuade, remind, tempt After advise, allow, encourage and permit, we use a noun phrase before an infinitive (17). We can also use these verbs with a gerund to describe an activity in general terms (18). 17 They advised us to cook the eggs thoroughly. The hotel doesn't permit non-residents to swim in the pool. 18 They advise cooking eggs thoroughly. The hotel doesn't permit swimming in the pool after ten o'clock. After regret, remember, stop and go on, we use an infinitive for something that happens later (19) and a gerund for something that happened or was happening before (20). 19 Remember to take an umbrella. After Steve Jobs left Apple, he went on to develop Pixar. 20 Don't you remember taking it earlier? After he left the company, it went on losing money. • We can use stop + object + gerund: The main goal was to stop people drinking and driving. Some verbs have different meanings when used with an infinitive or a gerund. We use mean with an infinitive ( = 'intend') or with a gerund (= 'result in') (21). We usually use dread with a gerund (= 'be anxious about'), but the verb is also used with an infinitive in expressions such as I dread to think (= 'I don't want to think') (22) . 21 I meant to ask you about your new job. Will it mean spending more time on the road? 22 I dread getting sick again. I dread to think of how I'm going to pay my bills.

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We can use some verbs, such as like, start or try, followed by either an infinitive or a gerund with little difference in meaning. 23 I tried to learn/learning German, but it was hard. Have you ever tried to ski/skiing? • Note that after try your best, we only use an infinitive: We tried our best to be on time. 24 Bob likes to listen/listening to jazz. Their child started to talk/talking at 9 months. • Other verbs used like this: begin, continue, hate, intend, love, prefer Gerunds and other nouns

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We can create nouns called gerunds from the -ingforms of both action and stative verbs (25). We tend to avoid using gerunds when an alternative noun is available (26). In some cases, as with smoke and smoking, the two nouns have different meanings (27) . (See also Grammar notes, Unit 8, examples 9-12 on page 159.) 25 A recent finding from research on neutrinos has complicated our understanding of the physical universe and challenged traditional thinking. ((Jtll tlIieleIstaml) 26 The threat of conventional nuclear war has diminished with the negotiation of new treaties and the reduction of weapons stockpiles. (the threatening; the negetiating; theI eel tlcing) 27 It's my smoking that annoys her the most. She can't understand why I haven't given up yet. (= She's annoyed by the fact that I am smoking, not by the smoke.)

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We use the passive (verb) to focus on what happens to the subject as the person or thing that experiences the action. The subject of the passive is usually the main topic of the sentence (1), often a pronoun referring back to something in a previous sentence (2). 1 One of the mysteries of science is an electrically neutral particle called a neutrino. The existence of neutrinos was predicted twenty years before the first one was actually discovered in a laboratory. 2 They are produced by a nuclear reaction in the sun. They are believed to pass through solid objects, such as our bodies, without having any effect. We often use 'reporting' (3) and 'thinking' (4) verbs in the passive, plus an infinitive, when we want to avoid presenting information as established fact. 3 The two former rivals are rumoured to be in secret negotiations. (r tlliW tll eel in neg(Jtiatimls) 4 Businesses don't want to conduct interviews. They are thought to be too time-consuming. • Other verbs used in this way: allege, believe, claim, consider,feel, imagine, report, say

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The agent is the person or thing that does or causes the action. In active sentences, the agent is the subject (5). In passive sentences, we don't usually mention the agent. We include the agent in a by-phrase after the verb when the meaning is not complete without it, or when all the key information cannot be conveyed without it (6). 5 Shakespeare wrote Hamlet. Many famous actors have played the title role. 6 Hamlet was written by Shakespeare. The title role has been played by many famous actors. We don't usually include pronouns (7) or predictable general agents (8) in a by-phrase. 7 We completed the final report on time. - The final report was completed on time (by us). 8 Workers must always wear safety helmets on the work site. - Safety helmets must always be worn on the work site (by workers). The passive with get

We can use get + past participle (9) instead of be + past participle (10) as a passive, usually in informal contexts, as another way to talk about the subject experiencing the action. 9 I'll get paid on Friday. My books got damaged when the basement got flooded last year. 10 I'll be paid on Friday. My books were damaged when the basement was flooded last year. We can also use get + object + past participle to say that the subject causes the action (13). We use a reflexive pronoun when the object is the same as the subject (14). 11 I have to get a special photo taken before I can get my passport renewed. 12 Some of the demonstrators came to the protest determined to get themselves arrested. The passive with have

We can use have + object + past participle as a passive in two ways. We can say that the subject experiences the action (13) or the subject causes (or arranges for) the action to be performed (14). 13 My neighbour has such bad luck. Yesterday she had her purse stolen in the supermarket. 14 If you fill out a form at the post office, you can have your mail forwarded to your new flat. We can also use have + object + the base form of the verb (15) or + a present participle (16) to say that the subject causes (or arranges for) the action. 15 The clinic has all new patients complete a questionnaire about their medical history. 16 His story was so sad it almost had us crying. We'll soon haveyou up and running again.

Unit 10 Contrast, reason and manner clauses

Reason clauses

Contrast clauses

We use because to introduce a clause with a reason or explanation for another event. 13 Because there was an accident, we arrived late. I didn't eat because I wasn't hungry.

We use although ('despite the fact that') at the beginning of a clause that contains information that contrasts in an unexpected or surprising way with information in another clause. 1 Although it is known for sunshine and beaches, Hawaii also boasts mountain peaks that are covered in snow during the tropical winter. We often use though instead of although in informal situations (2) . We can use though (not although) after adjectives or adverbs moved to the beginning of the clause (3). 2 Though Kate's clever, she isn't doing very well at school. He has to work though he's ill. 3 Though the test was difficult, we all passed. -+ Difficult though the test was, we all passed. When we want to emphasize a contrast, we can use even though when we are talking about past or present situations (4) and even if for future, possible or unlikely situations (5). We don't use even with although or as a conjunction by itself. 4 Bill kept playing golf even though it was raining. (evenalth~ tlgh it "as 1 aining) 5 Bill would play golf even ifit was snowing. (even it "as

We can also use as or since instead of because in reason clauses (14). We can use as or while to talk about time and reason together (= 'while and because' -15) . 14 As it was late, we decided to stop working. Since he'd studied Latin, I asked him to translate it. 15 As/While we're on the subject of money, I'd like to ask about next year's budget. We can use now (that) like as or since to introduce a clause explaining a present situation. 16 Now (that) we're married, we never go out. I enjoy opera now (that) I know more about it. We can use other conjunctions such as for (17) and in that (18) instead of because to add a reason or explanation for a preceding statement. 17 It would be wise to save some of the money, for there may be unexpected expenses later. 18 We definitely have a problem in that there are more students than we have room for.

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• Subjunctive were is sometimes used after even if: He'd play golf even if it were snowing. In place of although/though, we can use ifwith an adjective (phrase) when we express an opinion containing a contrast (6). We sometimes use if with the same meaning as even if (7). 6 The food throughout our trip was amazing, if a bit too spicy at times for my taste. 7 I still don't think I could eat worms or any other creepy crawlies if/even ifI was starving. We can use other conjunctions such as whereas (8) and while (9) to express a contrast between two clauses. The phrase much as is also used in contrast clauses with verbs such as like, hate or want (10). 8 Boys were encouraged to be adventurous whereas girls were always told to stay clean. 9 While no one doubts his ability, his arrogant attitude has been difficult to accept. 10 Much as I like music, I can't listen to opera for long. Much as I want to, I can't help you. We can use despite the fact that instead of although to introduce a contrast clause (11). We can also use prepositions despite and in spite of + gerunds instead of a clause with although (12). 11 Despite the fact that he had lots of friends, he still felt lonely sometimes. 12 Despite studying hard, I failed the test. She wasn't satisfied in spite of being paid extra.

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We can use manner clauses beginning with as (= 'in the way that' - 19) or just as (= 'in exactly the way that' - 20) when we are describing how something was or how it was done. 19 The film depicts life as it was in 1900. Complete each exercise as I showed you . 20 I wrote the note just as you told me to. It all happened just as the psychic had predicted. We use as if and as though with the same meaning after verbs such asfeel, look or sound. 21 Can I help you? You look as if you're lost. He sounds as though he might be getting a cold. • Other verbs used with as if/as though: act, behave, seem, smell, talk, strut around, taste In informal situations, we often use like instead of as or as if. 22 No one will ever love you like I do. It feels like winter has suddenly arrived. We use as ... as (= 'in the same way that') to say that two actions or situations are similar (or different) in a particular way. Between the first and second as, we can put adjectives or adverbs (23) and quantifiers such as many or much, with and without nouns (24). 23 It isn't as hot as it was last year. We didn't play as well as we did against France. 24 Were there as many problems as you anticipated? It didn't cost as much as he said.

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Reported speech

We begin reported wh-questions with wh-words (10) and yes/ no questions with if or whether (11). In reported questions, there is no question mark and we put the subject before the verb. 10 'Who is he?' - She asked me who he was. 'What does he do?' - She asked what he did. 11 'Is he a doctor or a nurse? ' - She wanted to know if/ whether he was a doctor or a nurse.

We use reported speech (or indirect speech) to report the meaning of what was said, not the exact words. We begin reported statements with that, or no conjunction in informal uses . 1 'I'm going to win the prize.' - Michael said (that) he was going to win the prize. 'I can beat everyone.' - He boasted (that) he could beat everyone. In reported speech, we change those words that refer to the speaker's situation (I, my, this) to words that reflect the different point of view of the person who is reporting (she, her, that). 2 'I don't like my hair in this style.' - She said (that) she didn't like her hair in that style. We usually change words that refer to the place and time of speaking. 3 'It rained here yesterday.' - He said it had rained there the day before/the previous day. • Others: now - then, tomorrow - the next/following day, two days ago - two days earlier III

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We also change verb tenses. After a reporting verb in the past simple, we usually change present simple to past simple (4), present continuous to past continuous (5), and present perfect to past perfect (6). 4 'It is late and I have a headache.' - He complained that it was late and he had a headache. S 'We're training hard while he's just lazing around.' - She pointed out that they were training hard while he was just lazing around. 6 'I've heard that they have been arguing.' - He said he'd heard that they had been arguing. After a reporting verb in the past, we can use present tense for a situation viewed as current or unchanging (7) . We can also report a past simple as a past simple or use a past perfect to emphasize that the event was earlier in the past (8) . 7 'I love you.' - He said he loves me. 'Pluto isn't a planet.' - They said Pluto isn't a planet. 8 'I didn't see Mark.' - He said he didn't see Mark. / He said he hadn't seen Mark. We usually change the modals can -+ could, may - might and will- would in reported speech. We don't change could, might, ought to and should. 9 'You can go.' - He said we could go. 'I'll wait.' - She said she would wait.

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We can use whether or not (not if or not) as a phrase at the beginning of a reported question. 12 'Did he win or not?' - I asked whether or not he won. / whether/ if he won or not. We can report some wh-questions with should (about the right thing to do) by using an infinitive. 13 'When should I come and what should I do?' - I asked her when to come and what to do . • We don't use why in this way: 1 asked her why 1 should do that. (. .. vvhy to do that) Reporting verbs

We can use verbs such as explain with a that-clause (14) or with to + an object before a that-clause (15) for reported speech. After a verb like agree, we can use with + object (16) . 14 'I've been ill.' - She explained that she had been ill. 15 '1 had the flu.' - She explained to me that she had had the flu. (She explained me that ... ) • Others: admit, announce, boast, confess, mention, point out, propose, say, suggest, swear, whisper 16 'You're right. There's a mistake.' - He agreed (with me) that there was a mistake. • Others: argue, check, confirm, disagree After a reporting verb such as promise, we can use a that -clause or an infinitive. 17 'I'll fix it.' - He promised that he would fix it. / He promised to fix it. • Others: agree, claim, guarantee, hope, swear, threaten, vow After some reporting verbs such as offer, we use an infinitive for reported speech (18). After other verbs such as encourage, we must include an object before the infinitive (19). 18 'I'll help you later.' - He offered to help us later. (Heoffered us to help us later.) • Others like this: apply, decline, demand, refuse, volunteer 19 'You shouldn't quit.' -+ She encouraged me not to quit. (She eneourag'ed not to quit.) • Others: ask, call on, expect, invite, order, remind, teach, tell, urge, warn

After verbs reporting advice, such as recommend or suggest, we can use a gerund (20) , or a that-clause with should or a present subjunctive (21). 20 'Let's go early and avoid rush hour.' - I suggested going early and avoiding rush hour. 21 The police recommended that all unnecessary travel (should) be avoided in the meantime. After some verbs with prepositions, such as boast about, we use a noun phrase or a gerund. 22 He boasted about his win. He boasted about winning. He boasted about having won. • Others: admit to, cry out against, go on, go on (and on) about, insist on, object to, own up to With some reporting verbs, we summarize what was said rather than use a that-clause. 23 Bob said to Mary: 'I'm sorry for the delay.' - Bob apologised to Mary for the delay. Mary said to Bob: 'I'm grateful for your support.' - Mary thanked Bob for his support.

Unit 12 Conditionals Unreal conditionals

There are two basic types of unreal conditionals. We can use a hypothetical conditional (if + past simple, would) to connect two imaginary or unlikely future events (1) , and a counterfactual conditional (if + past perfect, would have) to connect two imaginary events in the past (2). The contracted form 'd can be hQd in the if-dause and wouLd in the main clause (3). 1 If we had enough time, we would go off on a Caribbean cruise. (= imaginary future) 2 If we had had more time, we would have gone on a Caribbean cruise. (= imaginary past) If I hadn't gone to the conference, I wouldn't have met all those really smart people. 3 If you'd seen him, you'd have laughed. (= If you had seen him, you would have laughed.) The most common modal in the main clause is would (have) , but we also use other modals such as could (have), might (have) and should (have). 4 If I went by train, I could go via Oxford. If we had taken the bus, it might have been cheaper. • We don't usually put would, could, might or should ( + have) in the if-clause. In a hypothetical conditional, we can use the past subjunctive were or were + infinitive instead of was (5) to talk about an imaginary situation. We can also use happen to, should or the expression by any chance when we think the imaginary situation might occur by accident, often before we make a request, usually in an informal style (6). 5 If I were you, I wouldn't worry. If I were to go off on holiday, who would do my job? 6 If you happen to run into Angie, please ask her to call me. If, by any chance, you see Pete, let me know.

Mixed unreal conditionals

In hypothetical conditionals, instead of connecting an imaginary event to a possible present or future event using would (7) , we can connect it to a possible past event with would have (8). 7 If we didn't have our own financial problems, we would give more to charity. 8 If we didn't have our own financial problems, we would have given more to charity. In counterfactual conditionals, instead of connecting an imaginary past event to another past event using would have (9), we can connect it to a present event or situation using would (10). 9 If your parents hadn't met, you wouldn't have been born. 10 If your parents hadn't met, you wouldn't be sitting here now. Special conditionals: only if, even if, what if, etc.

We use only if to emphasize a special condition (11) and if only with an unreal conditional to express regret (12) . 11 These can be used only if there is an emergency. He'll come only ifhe's ordered to. 12 If only she had been wearing a seat belt, she could have survived the crash. We use even if ('despite the possibility that') to say that a condition may exist, but it won't affect the future or possible situation described in the main clause. 13 We'll have a great time even if it rains . Even ifl can afford it, 1 don't want to buy a car.

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We can use what if to introduce a question about a possible situation, often followed by another question. 14 What if we can't come up enough money for the rent next month? Will they kick us out? We can use the expression it is/was not as ifwhen we want to be clear that, despite appearances, something is not true. 15 I've met Simon for coffee a couple of times, but it's not as if we're a couple or anything. We can use the expression if and when to talk about a future event that mayor may not happen. 16 There could be a problem later, but we'll cross that bridge if and when we come to it. When we want to refer back to something that has already been mentioned, we can reduce the if-clause to the positive form If so (17) or the negative form If not (18). 17 Some books may have missing pages. If so, they can be exchanged. 18 Rules really must be enforced. If not, they can easily be ignored. (= If they're not enforced.)

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We can use inversion of the auxiliary verbs had, should, were and their subjects instead of an if-clause to express a condition, usually in a formal style. 19 Had we thought it through a bit better, it wouldn't have been so chaotic. (= If we had ... ) 20 Should you need an extra key, let me know and I'll get you one. (= If you should ... ) 21 Were it all to go wrong, it would be my head on the chopping block. (= If it were to .. .) We use unless to say 'except under the following circumstances', or 'except if'. It is used to draw attention to the condition as an exception and sometimes means the same as if ... not. 22 He won't come unless you ask him. Unless we can get some help, we won't finish on time. We can use whether, meaning 'it doesn't matter if', when there are two or more possibilities (23). We use whether (not if) with infinitives as possibilities (24). 23 Whether we win or lose, we always enjoy playing. I love soup, whether it's hot or cold. 24 She still hasn't decided whether to start university next year or take a gap year and travel.

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Instead of if as a conjunction, we can use assuming (that) to talk about a possible condition (25) and provided/providing (that) to talk about a necessary condition (26) . 25 Assuming (that) the weather gets really bad, how are you going to get back home? 26 Provided (that) you have a permit, you shouldn't have any problems with parking. • Others used like this: as/so long as, given (that), on condition that We can also use the prepositions butfor (27) or without (28) + noun phrase (not a clause), meaning 'if there isn't/wasn't .. .', to say that something is/was necessary. 27 But for the intervention of the central bank, the currency would have suffered badly. 28 Without new investment, the company will soon have to close its doors.

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Information files Unit 2, Introduction page 21, exercise 1

Unit 3, Speaking, Part 3 page 40, exercise 4

1 Farming and ranching account for the majority of the world's water use. 2 It takes 3 litres of water to produce 1 litre of bottled water. 3 Producing potatoes is more environmentally-friendly because it takes only 89 litres of water to produce 500 calories of potatoes, 251 for rice, 1,515 for poultry and 4,900 for beef. 4 25% of the world's mammals are facing extinction. Here are some of them and their numbers: the Iberian lynx (Central and Southern Spain): 100-150 the Saiga antelope (Russia, Kazakhstan): 42,000 the Sumatran tiger: about 400 the silky sifafka (a lemur in Madagascar) : 100-1,000 the Java rhino: fewer than 60 the South China tiger: 60 in captivity the Cross River gorilla (Nigeria and Cameroon): 250-300 the Amur Leopard (Russia): 135 in the wild 5 8% 6 25% 7 The Great Pacific Garbage Patch is a collection of marine litter in the central North Pacific Ocean. Estimates of size range from 700,000 square kilometres to more than 15,000,000 square kilometres or 0041 % to 8.1 % of the size of the Pacific Ocean. 8 150,000

Instructions for Student A 1 You are going to be the interlocutor. Follow the instructions below. This is the prompt card for Student B:

Unit 3, Writing page 39, exercise 3

Alex Sharp is a bright / smart / sharp Cambridge graduate who works for a US research company based in Cairo. During one of his regular weekend visits to the bazaar, he comes across a(n) ancient / faded / weathered parchment in hieroglyphics which the stallholder says came from an ancient tomb. At some time in the past someone has tried to decipher the symbols and has written a translation in Arabic underneath. Alex is fascinated by / captivated by the parchment and buys it, determined to unravel its mysteries. As he does so, he begins to experience eerie / odd / bizarre / uncanny / peculiar parallels between the events related in the parchment and his own life and work on genetic engineering. The novel takes us on a(n) gripping / engrossing / riveting / spellbinding / mesmerizing journey between the ancient and new cities of Cairo. Alex is faced with tough / formidable / monumental / daunting / nail-biting challenges and momentous / life-and-death / tough decisions. We follow him on his journey which lurches from exhilarating breakthroughs to the chilling / spine-tingling realization of the real message of the parchment.

How much easier is it to learn a language nowadays than it was in the past? - technology - travel - learning techniques 2 Read aloud the words in italics. So (Student B), I'm going to give you a card with a question written on it and I'd like you to tell us what you think. There are also some ideas on the card for you to use if you like. All right? Here is your card. Please let (Student C) see your card. Remember (Student B) you have about two minutes to talk before wejoin in. Wouldyou like to begin now? 3 Stop Student B after two minutes by saying Thankyou. 4 Then ask Student C this question : Why do you think some people find it more difficult than others to learn a language? 5 After about 20 seconds invite Student B to join in with the following prompt: What do you think? 6 Let Student B and Student C talk together for about 30 seconds. 7 End the discussion by saying Thankyou. Unit 4, Speaking Part 3, page 45 , exercise 2

Instructions for Student A 1 You are going to speak for about two minutes. Here is your prompt card: What can sometimes make international relations difficult? - language barrier - cultural differences - previous history 2 After about two minutes, ask Student B this question : How easy do you think it is for people from different cultures to really understand each other? 3 Then, after about 30 seconds, briefly say whether you agree or disagree with Student B.

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Instructions for Student B 1 You are going to be the interlocutor. Follow the instructions below. This is the prompt card for Student C: What cultural misunderstandings can arise when someone lives and works in a foreign country? - body language - greetings - customs and habits

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2 Read aloud the words in italics. So (Student C), I'm going to give you a card with a question written on it and I'd like you to tell us what you think. There are also some ideas on the cardforyou to use if you like. All right? Here is your card. Please let (Student A) see your card. Remember (Student C) you have about two minutes to talk before we join in. Wouldyou like to begin now? 3 Stop Student C after two minutes by saying Thankyou. 4 Then ask Student A this question: How can we prevent cultural misunderstandings? 5 After about 20 seconds invite Student A to join in with the following prompt: What do you think? 6 Let Student A and Student C talk together for about 30 seconds. 7 End the discussion by saying Thankyou .

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Instructions for Student B 1 You are going to speak for about two minutes. Here is your prompt card: How can governments help to improve international relations? - promoting learning of other languages - working together for the common good - preventing further conflict 2 After about two minutes, ask Student A this question: How can individuals help to improve international relations? What do you think the future of organizations like the UN will be ? 3 Then, after about 30 seconds, briefly say whether you agree or disagree with Student A.

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Unit 5, Introduction page 51, exercise 1

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Unit 5, Speaking, Part 3 page 58 exercise 6

Instructions for Student A 1 You are going to speak for about two minutes. Here is your prompt card: What risks do people face in the modern world? - travelling - environmental problems - crime 2 After about two minutes, ask Student B this question: To what extent do we have control over our own safety? 3 Then, after about 30 seconds, briefly say whether you agree or disagree with Student B. Unit 8, Reading & Use of English Part 4, page 82, exercise 2

The jury retired, and coming to a decision was not difficult. The jury returned with a verdict of 'Not guilty' on all charges. Owen was relieved to leave the court a free man. Unit 10, Introduction page 101, exercise 2

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Instructions for Student C 1 You are going to be the interlocutor. Follow the instructions below. This is the prompt card for Student A: How has modern technology affected the way we communicate? - social life - education - work 2 Read aloud the words in italics . So (Student A), I'm going to give you a card with a question written on it and I'd like you to tell us what you think. There are also some ideas on the card for you to use if you like. All right? Here is your card. Please let (Student B) see your card. Remember (Student A) you have about two minutes to talk before we join in. Wouldyou like to begin now? 3 Stop Student A after two minutes by saying Thankyou . 4 Then ask Student B this question: Do you think that because of new technology we might lose the ability to communicate face-to-face? 5 After about 20 seconds invite Student A to join in with the following prompt: What do you think? 6 Let Student A and Student B talk together for about 30 seconds. 7 End the discussion by saying Thankyou. Unit 5, Speaking Part 3, page 58, exercise 6

Instructions for Student B 1 You are going to speak for about two minutes. Here is your prompt card: In what ways are we exposed to fewer dangers than previous generations? - new technology - medical breakthroughs - rules and regulations 2 After about two minutes, ask Student A this question: What dangers might our planet face in the future? 3 Then, after about 30 seconds, briefly say whether you agree or disagree with Student A.

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Exam practice Reading & Use of English, Part 1

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2 Read the text below. For questions 1-8, decide which answer (A, B, C, or D) best fits each gap.

The sights and smells of Moroccan markets As you approach the city of Fes, you are (0) .

C

. . . . by the incredible noise of the traffic. Roads are unmarked, there are no traffic

lights, and people are sounding their car horns all the time, (1) ... . . . ............... ....... . ............... a terrible din. The traffic noise abates once you enter the market, as the streets are too narrow for cars to get (2) . ................

. .....

m

•••• m

.

The medina (market) of Fes has a unique smell that is hard to describe, and even harder to forget. It smells (3) ............................ ............... raw meat that has been in the sun too long, combined with the stench of (4) .... .... . ................... ... oil and olives. The sound of flies buzzing is everywhere. It is easy to escape from this smell if you enter a pharmacy. The shopkeeper speaks both Arabic and English fluently. He listens (5) .................................................... to his customers and then tells them what medicines they need. Giant bottles of herbs and spices give (6) ...

.. ....... a fragrant scent of fresh mint and lavender.

There is a restaurant nearby, where lunch is being served. Big platters of fresh vegetables come out first, but many tourists (7) ......

........................ clear of raw vegetables in case they get ill from the water they were washed in. Then, the main course is served -

curried chicken. It looks and smells appetizing and tastes delicious. The diners eat it with relish, (8) . . .

.m.

down with cola, even

though many of them have seen chickens being killed in the market just a few minutes earlier.

166

© overwhelmed

0 A arrested

B dazed

1 A creating

B making

Cleaving

D taken over

D sounding

2 Aby

B along

C across

D through

3 Aas

B from

C of

D with

4 Aold

B rancid

C

acrid

D stale

5 A thoroughly

B fully

C

fluently

D intently

6 A off

B away

C

out

D up

7 A drive

B stand

C

steer

D stay

8 A cooled

B poured

C

washed

D glugged

Grammar Past tenses and would

3 For a-h, circle all the verb forms that are possible. More than one answer may be correct. a I 1 lived

with my parents when I met Carol for the first time. 2 was living 3 had lived

b He me just as I was about to have dinner. It was so annoying! 1 always phoned 2 would always phone 3 always used to phone that she would at least listen to what I had to say, but she didn't. c I 1 would hope 2 was hoping 3 had hoped d I'm feeling really exhausted. Would you mind if we . ........................ . . . . . . . . . ... . . . . go out tonight? 1 don't 2 didn't 3 wouldn't .. . . . a big car when I lived in the country, but now I've got a smaller one. e I .. 1 used to drive 2 would drive 3 drove f We asked them if we could pay for dinner but they _ 1 didn't hear 2 wouldn't hear 3 hadn't heard

of it.

g When I saw my first Harley Davidson, I knew that one day I . . . . ............................................ one. 1 would buy 2 'd buy 3 '11 buy h You . . .. . . . . . . . . . . to bring your wallet. Typical! You're always forgetting it! 1 would forget 2 'd forget 3 've forgotten

Writing Set text preparation

4 Choose the correct word in italics in each sentence to complete the advice on answering set text questions. a Make notes on aspects of the personality / setting, such as the time and place.

.... .,

b Compare the attitudes / characters in the book to those of the modern day. c Make notes on the characters' personality / relevance and appearance.

CD

~.

d Make notes on how settings / relationships develop through the book.

CD

:e

e Watch a film version / summary after reading the book and note any differences. f Write a summary / quote of each chapter. g Don't spend too much time studying the minor characters / attitudes. h Suspense / Setting is key to maintaining reader interest in any genre. Learn quotes / relationships about people, places and events to support your answer. It is important that everything you write has relevance / suspense. 5 Write a paragraph explaining your views on one of the following: a Why is the setting as important as the characters and plot? b Why is the opening as important as the climax? c Why is suspense important in maintaining reader interest?

Speaking Link words

6 Here are some candidates' replies to the question: How important is itfor you to travel? Circle the best option from the words in italics. a Well, / So, / I have to say, I've always enjoyed travelling. b I want to go to an English-speaking country, so / so that / because I've got my heart set on a trip to America. c I don't like long plane journeys. Because, / So, / I must admit, I'm a bit scared of flying. d I wouldn't want to travel by sea. Actually, / Well , / So, I get very seasick. e I really enjoy visiting big cities. On the other hand, / I have to say, / I must admit I love the countryside, too. f I'd like to be near the mountains because / so that / so as I can go skiing. 167

Vocabulary 1 Complete the definitions and sentences witl?- words from Unit 2. a Something that affects the whole world can be said to have a g b Cities that have g . ......... . . . ......... . . ............ s ..... . . . . . . . . . . . ....................... are easier to live in than crowded ones. c Resources which can be replaced are r d When a piece of research affects how people think and behave, it can be described as e A group of animals or plants which can breed together is defined as a s . f We have detected increased levels of r .m ............. . ....... . . . . . .......... near the nuclear reactor. g Something with disastrous consequences can be described as c h When animals are becoming extinct, we can say that they are 0 ....

.. . .... ... .. resources last for a long time; using them helps to protect the environment.

S ....

Most scientists believe that human behaviour has an the environment.

< ...................•......................... ...•..

0 ...

Exam practice :!::

Reading & Use of English, Part 2

§

2 For questions 1-8, read the text below and think of the word which best fits each space. Use only one word in each space. There is an example at the beginning (0).

The world about us Pressure groups (O) ........$.!!t.~1! ........ ....... as Greenpeace and Friends of the Earth have done a considerable amount to change the attitude of the general public towards environmental problems. However, their once strident voices of protest now sound (1)..

....... ....... from

being extreme, and politicians from all parts of the world have begun to realize that global warming is a very real problem which they are having to (2) ......

. .......... much more seriously now than they ever did in the past. Nevertheless, this is (3) ...... ......................... .... ........ the time to

be complacent because (4) ......... ..... ........... ............ ..... radical practical measures are put in place quickly, in years to (5) . .. will only get worse. (6) .

•

•••

m

,

the situation

.................. the way things were in the past, from now on we will not be able to get (7) ........... .......................................... on our

current reserves of energy sources and we will have to look (8) .... ................. ...................... for substitutes.

Grammar Future forms

3 Only two of the sentences in a-j are correct. Find the mistakes in the other sentences and correct them. More than one answer may be correct. a Once supplies of oil will run out, we will need to find alternative sources of energy. b The Environment minister is about to make an important statement tomorrow afternoon. c By the time the government introduces a law to ban illegal fishing, fish stocks will have decreased significantly. d Here's my prediction. Ten years from now we'll still have relied on oil for most of our energy needs.

168

e The conference on global warming is going to start on the 4th of June. f Nuclear power is certainly to be a controversial issue in the future. g If the panda is to survive as a species, we need to act to protect it now. h I'm thinking of buying an electric car next year if it won't be too expensive. It's likely to be another volcanic eruption during the next ten years. Public transport will need to improve a great deal if more people will agree to give up their cars.

Writing Paraphrasing

4 Paraphrase sentences a-d, starting with the words given.

a Res earch and development related to more environmentally-friendly products can have significant long-term benefits. There are . . b Currently, there is no reliable system to warn future generations about the existence of nuclear waste dumps. We don't . . c Scientists consider African elephants to be keystone species as they help to maintain suitable habitats for many other species in savannah and forest ecosystems. The role . . . . . . d It's high time that the government introduced legislation prohibiting the use of wild animals in circuses. Thegovernmentneeds

m

•••• . •••••• . • •• . •••••

m

••••••••••••••••••• •.•.. • .. •.••••••••••••••• •• • •••••••••••••••••• •••••••••••••••••••••• ••• •• •••• •• ••••••••• •• •••• •••• • •••••••• • •• ••• •• ••• •• •••••••••• •• •••• •••••••••••••• • •••••••• • •••• •• ••• ••• •••••• ••• ••• •• ••••••• • •

5 Look at the following two opposing opinions on the environment. Paraphrase the one you most agree with and incorporate it into a paragraph on the topic. a Hunting is completely necessary to ensure adequate protection of agriculture and the environment from animal pests or overpopulation. b The basic interests of the hunted animals are seriously violated in order to satisfy less basic human interests.

Speaking Generalizations

6 For a-e, rephrase the sentence below in six different ways by filling in the missing words. The first letter of each word is given. People are aware of the benefits of recycling nowadays.

Example: G ~I!!~r..~lly

sp~M~if!,g

, people are aware of the benefits of recycling

nowadays.

a O . t... . of recycling nowadays. b People are

....

w , people are aware ofthe benefits

aware of the benefits of recycling nowadays.

cB . . . . ................. a... of recycling nowadays.

people are aware of the benefits , people are aware of the benefits of recycling

dB . ..... nowadays. e It S a .. of recycling nowadays. mm

. people are aware of the benefits

169

Vocabulary 1 Complete sentences a-j with a suitable word from the list below, making any necessary changes to the word. auspicious coherent care plausible grateful proportionate connect alcoholic literate relent

a The singer was worn down by the . . .. pressure of work and the constant attention of his fans. b The previous owners of the flat had had the phone so we had to contact the telephone company to get it working again. c She didn't even thank me for my present - I couldn't believe she was so .... . d The barrister complained that the long prison sentence was . . . ... . . . .. .... . .. . . . ... . . ... . . . . . . to the seriousness of the crime her client had committed. e I don't really believe in fate, but even I felt that the fire at the theatre on the first night was a rather ........................................................ start. f He never learned to read or write and remained .... ........................ . for the rest of his life. g As I'm driving, I'd rather have a . . .. . . . drink like orange juice or iced tea. h I couldn't understand a word he was saying on the phone - because of the fever, he had become totally . . . . ................ . . . . . . . . . ... ........ . The composition you wrote was interesting but it was spoiled by a number of ... . . . . . . . . . ..... . .... . . . . . . .... . . .... . mistakes. Her excuse about having to work all weekend sounded a bit . . . . . ..... . ... . . . . . . . . . . .............. ; I suspect she didn't really want to come to the party.


2 For questions 1-8, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the space in the same line. There is an example at the beginning (0).

A very Welsh poet? Dylan Thomas (1914-1953) was born in South Wales. (O)

.JIIJ#~~

........... many of his contemporaries, he knew

LIKE

no Welsh. He began to write poetry at school,and worked as a journalist before moving to London in 1934; his first volume of verse, (1) ....... . ......................... ................ 18 Poems, appeared that year. He then embarked on a career in the media, spending much time in the (2) ............... ................... ... popular afternoon drinking clubs of the era.

TITLE INCREASE

In 1937, Thomas married Caitlin Macnamara; they settled temporarily at Laugharne in Wales, returning there permanently in 1949. There were some allegations that Thomas had deliberately sought obscurity, but these may well have (3) . . ............................. .......... . ....... Thomas's true motives for settling in Wales. Despite this, he gradually won an (4) .............. ............. ................. following for his writing. His manuscripts, evidence of his (5) ...

. ....... ........ perfectionism,

reveal him as a (6) ......................... ....................... , even obsessional, craftsman. He enjoyed (7)

.

popularity as an entertainer on radio. In 1950, he undertook the first of his

lecture tours to the United States. Legend grew about his (8) . . . . . . . habit of drinking at all hours of the day and night. Shortly before his death, he took part in a reading in New York of what was to be his most famous single work, Under Milk Wood.

170

REPRESENT DENY, RELENT PASSION PRECEDENT VARY

Grammar Focus and emphasis

3 Rewrite sentences a-g beginning with the words given to emphasize the words in italics. There may be more than one correct answer for each sentence. a Not only the male but also the f emale characters in the novels are memorable. It . . b The public really appreciated the writer's colourful style. What . . . . . . . . . . . . . . . . . . . . . . .... ... . . . . . . . . . . . . . . .... . . . ...... . ... . ... . .. . .......................... . . . . . . . . . . . ... . . . . . . . . . . . . . . . . . . . . . . . ... . ... ... ........................... . . . . . . ... . . . . . . . . . ... . . . . . . . . . . . . . . . ... . ... . . . . c Many famous novels first appeared in serialform in magazines. It ... d Both Dickens and Dylan Thomas are famous for giving lectures in the USA. It e I don't understand why it is so hard to make a living as a writer. What f I only studied works by Shakespeare and Dickens at school. All ... ............ g You must have read the second volume of the series, not the first. It . . · ... .... . m m ••• •••••• • ••••• • •• •• ••••• " " " " " " " " " ' "

m m •••••••••••••••••••••••••••• • ••••••••••••••••••• • • • • • •• • ••••• • •••••• ••••••••••••••••••••• ••••••• ••• ••• •••• ••••••• • •••• ••• • •••••••••• • •• • •• •••• • •• . ••••••••••••••••••••••••••••••••••••••••••••• • •• •••• •••• •• •• .• •••••••• . • .. • . ... •.••..•••••••• • ••• •

• • .. • • ..

m

.. . m m

• ••• ••• •• ••••••••

• ••••••••••••••••• •••• ••• ••••• •• ••• ••••••• • • • • •• •• ••• • • •• • • • • • • • • • • • • • • • • • • • • • • • • •

mm

.

m

••• • •••• ••••••••••• ••• •• ••• •••••••••••••••• •• ••• ••• ••• ••• • • • ••••••••••••

• • • • • • •••• ••• • ••••• ••• •• •••••••••••••••••• ••• •• •• • • • • • • • • • • • ••• •• •••••• •• • • ••• •• ••• ••• •• ••••••••••••

mm

•••••••

•

•

•

Writing Creating interest

4 Rewrite sentences a-j to include a word from the list below in its correct form. You may need to change the structure of the sentences, replace words, or add other words. claim

chill

ravel

obsess

expect

reveal

prime

major passion

title

c ::s

;:;

a The book is called A Mexican Adventure. b Jim never reads: all he ever thinks about is football. c The author's latest novel is a love story full of deep feelings. d The short story is a terrifying account of someone alone in a haunted house. e We only discover the identity of the murderer in the last chapter of the novel. f Brad said he had written a best-selling novel, but I'm not sure if he was being serious. g Most of her novels were written several years ago. h The ending of the story is a bit of a surprise. The plot of the story is a very difficult one to work out. The book is mainly about a revolutionary hero. S Look at the painting on page 37. Write a short paragraph describing it and saying what the artist is trying to achieve. Include your opinion of the painting.

Speaking Introducing examples

6 Below is a transcript of a student responding to the question 'How important is speaking several foreign languages for getting ajob?' Fill in the gaps with words and phrases from the list. You do not need three of them: which ones? as as far as could say how in terms of it comes to it goes to let me see suppose taking what . Well, (l) ...... . .... ..... ..... .. . m. . I believe that (2} extremely important.

m

. employability, languages are

I (3) ........... that, (4) ..................... . . . . . . companies are concerned, applicants who speak several languages have an advantage. So, (S) ....................... service sector jobs as an example, you (6) languages have a special role.

......... that

When (7) .. a person's first job, there are a lot of different - (8) can I put it? - factors to consider. 171

s tic k

o u

r n 0 e

e m

h s see e 0 d s s h s 0 0

e t y

u c s e v a

u s e r t

h y e

r

i

w 9 n e h

0

u

0

k a m s p v

u s e

n s

a s d a r s e h e i e s e e h c d m n w c s s e n s 0 f Y 0 u r c h h m e u y n i n u

0

e s u n i

y e s n h c n a k

s e e s

r e

n

I

u mc

c t

i r

0

h

a h c e p e c a s y r e a r e s h v 0

c e

a 0 s

Vocabulary 1 Find these words and expressions in the word squ are. The words go in any direction. a When I first met my new neighbour, I really liked him straight away. In fact, we got on like a h . (3 words) b My father hates confrontations. He really doesn't like m (2 words) c My sister and I are completely different from each other. People say we're like c . (3 words) d What my boss said about me was true, but I didn't like it. She told me some h . (2 words)

e He's always upsetting other people. His t

.

is a real problem. Cl word)

f I'm not enjoying my new job, but I need the money so I've decided to s (3 words) g I

being alone. I always need to have people around me. Cl word)

h You're much too timid. You need to be a lot more a you think and want. Cl word)

and tell people what

She says she cares about the environment but she drives everywhere and never walks or cycles. She's such a h . Cl word) He is not good at talking to people, so he finds it hard to s Cl word)

. ............. relationships.

k The children are behaving so badly that I'm at the end of m

. (2 words)


2 For questions 1-6, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and eight words, induding the word given. 1 Explaining what you mean to an audience can be difficult. across It's sometimes difficult ... ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . ... ... . . . . .. . ......... to an audience. 2 If something's worrying you, you should tell me about it now. chest If you have a problem, why don't you ... .... .... ...... . . . . . . . .... ... . ........ . . .... . . . ... ... . . . . . . . . . ... . ....... . . now? 3 I think you should confront your boss right now with how you feel about this . out Why don't you your boss right now? 4 Anna had decided Tom was not telling the truth about what happened. teeth Anna was sure Tom . . . . . . . . . . . . . . . . .. . .. . . . ..... . . . . . . . . . ... . ... . . . . . . .. . . . . .... . ..... .... about what happened. 5 Perhaps my sister was bad-tempered because she was tired. fact I put my sister's ...... . . ..... . . . . . . .... . . . .... ... . . . . . . ... . ... . . . ... . . . . ... . . . ... .... . ..... .. she was tired. 6 I think you need to work hard to make a relationship a success. more I think . , the better it will be.

172

Grammar Perfect aspect

3 Which option in italics in each sentence is NOT correct? a Having travelled / Travelling / To travel all over the world, I feel I'm a real global citizen. b Lack of communication is known to cause / to have caused / having caused the breakdown of many a relationship. c I'm always pleased making / to make / to have made new friends.

Perfect and continuous aspect

4 Put the verbs in brackets in the correct tense. More than one answer may be correct. 1(1) . . . . w w (wait) for a bus for ages on Saturday when I suddenly (2) (realize) that my friend Julia (3) (stand) in the same ..................... (be) friends for a very long time. Ever since we queue. Julia and I (4) .... (5) . . ...... (first/ meet), we (6) w (always/confide) in one another. Julia has a fiance called Bob. They (7) .................... .......................... .... (only/go) out for about six months when they (8) ......................................................... (decide) to get engaged. They get on well together and for the last few months they (9) ...................... . ...... ............... ......... (plan) their wedding, which is in two weeks. Unfortunately, Julia confessed to me that she (10) . .. ww (changed) her mind. She feels that she (11) ...................................................... (lead) a very sheltered life so she (12) (accept) ajob in another part of the country. The problem is that she (13) .... .............. (not/ tell) Bob yet and she (14) .... ...... (agonize) for

weeks about how he'll take it.

Writing Cause and effect

5 Use the words in the lists to complete the sentences below. You may need to change the form of the words. be rooted in

respond to

on account of hence

a Genetics are the basic blueprint oflife, . . . linked to behaviour.

result in

::I

;:;:

......... ......... people argue this is strongly

01:0

..

(I)

b What triggers criminal behaviour is a challenging question to . . c The criminal behaviour of parents can . .

....... similar behaviour by children.

d Some argue that poor behaviour . . ........................... . ..................... society not genetics . . .. both genetics and environment that criminal tendencies occur. e It is . . . ................ . . . . . . . mean that

as provoke

account for

as a result of

f The laws of genetics . . .. . . . . . . . . . . ............ . . .. blue-eyed parents will often have a blue-eyed child. g The nature versus nurture debate still ....... . . . . .............. . . . . . . . . . . . . . . much argument and discussion. .. . . the shaping of individual h The extent to which the environment . . behaviour is difficult to determine. The argument is likely to continue, that one element overrides the other.

it is impossible to prove conclusively

. . . . . . . . . . . . . . . . . . . . . .... . . . . . . . scientific developments, we are starting to understand the influences of genetics on shaping who we are. 6 Write a paragraph discussing whether personalities are determined by nature or nurture. Refer to two people brought up in the same family. Use cause/effect expressions and vocabulary from the Unit 4 Writing section.

Speaking Discourse markers

7 Fill in the missing words in these discourse markers. a I'm not keen on meeting people at parties. Mind . . b From my . c As ...

.... . . . . .

w

C

............ , I don't go to many.

of view, people are the same all over the world .

. . as friendships are concerned, I prefer to have just a few close ones.

d He isn't very good at his job . . . . . . . . . . . . . . . . . . ........... . . . . . . . more, he's always late for work. . . the way, did I tell you who I met on the train last night? e 173

<
:E

Vocabulary 1 Fill in the missing letters to write words and expressions from Unit 5.

a He needs to s . . . other people tell him.

u .... L

himself more, and not always agree to do what

b I'd like to do a bungee-jump, but at the moment it seems too d

.

g.

c We felt so excited when we got to the top of the mountain - it was really e go d As we walked further into the jungle, I caught a g ............................................... . . of a snake moving slowly towards us. e Even though I'm scared of heights, as we crossed the bridge I g.. river below.

at the

f I'm afraid I m ................. . . . . . h . . . ...... ............... . . . weather of putting up the tent, as I'd never done it before. g I think we might be running low on petrol, so we need to . the fuel gauge. h Rumours of the accident s . ... issue a statement.

..... p a weather eye on

like wildfire, so the company was forced to

After the accident, the police carried out a p . . . . . . . . . . . . . . . .. . .. . . . . . . . . . . . . . . . ........ area where it had taken place.

g search of the

Exam practice §


2 Read the article below and for questions 1-8, decide which answer CA, B, C or D) best fits each gap. There is an example at the beginning (0).

Be safe, not sorry Anyone (0) ......

. ..C ............. . . in outdoor sporting activities, or (1) .... ...

aware that from a health and safety (2) ...

. ... ....

. .... . . .. with a desire to outperform their peers, will be more

, they are (3) ..... ........ . ... ........................ themselves to far more risks than the average person.

After a recent slalom race, expert skier and free-rider Chris Mantaw declared that fear is an essential (4) ....

..

m_

of any sport, but

injuries ought not to be regarded as unavoidable side-effects. When free-riding you can make use of the whole mountain, and can (5) ...

........... .............. . conditions you do not find on the piste. However, with that freedom (6) .......

.... .......... . ..... added risk, so how do

you cope with the visible and hidden dangers? Short of campaigning to have anyone with.. a (7) ... ......... . . .......... ......................... attitude banned from participating in sports, the best (8) ....

.mm.

o

174

is to buy a helmet, wear protective clothing and check your equipment regularly.

A connected

B embarked

@ involved

D hooked

1 A flaring

B driving

C flaming

D burning

2 A presumption

B probability

C perspective

D prospect

3 A uncovering

B exhibiting

C manifesting

D exposing

4 A point 5 A experience

B part

C period

D place

B live

C feel

D undergo

6 A falls

B comes

C brings

D renders

7 A careless

B negligent

C distracted

D reckless

8 A opportunity

B option

C selection

D preference

Grammar Modal verbs

3 Choose the most appropriate modal verb to complete each sentence. a I think this dead tree must / should / ought to have been struck by lightning. b If the safety inspector isn't there when you arrive, you might / would / could always leave a message for him. c If we'd known it was going to be too wet to walk today, we shouldn't / wouldn't / couldn't have brought our hiking boots. d It couldn't / shouldn't / mightn't have been a wolf that you saw because there aren't any in this area. e You should have not / didn't need to have / could have not bought travel insurance, as we are all covered by my company policy. f They look as if they have sunburn; they would / should / might have used sun-lotion. g IfI'd known your email address, I wouldn't / shouldn't / can't have bothered phoning you. h You must / can't / could have been terrified when you lost your way in the forest.

Writing Expressing opinions

4 Complete the following sentences with words from Unit 5. a . . . . . .................................. . .. . . . said that, it is also true that the use of cycling helmets has saved lives. b I don't agree that legislation is the way forward . .................... . . . . . . . .. . . . ... . .. we need is a public campaign. up, I think that people should not be encouraged to look for c To someone to blame when they have an accident.

c

:::s

d The council is keen to install more speed cameras, which are a complete . . of time and money. e It is

wimportant that we tackle the issue of road safety.

5 Write sentences expressing opinions on the following topics. a Health and safety legislation b Drink-driving laws

c Banning tobacco d Limiting road speeds

Speaking Expressing opinions

6 Use the words in the list to fill in the gaps in the sentences below. Five of the words do not fit in. all clear concern convinced deny evidence factor forget joined key issue linked others question relevant right to do truth

a I'm totally . . . . b You can't w.

....................... that the driving test needs to be made more challenging. . that the driving test needs to be made more challenging. ..ww

c It's absolutely . . . . . . . .... . . . . . . . . . .... . . . . . . . . . . to me that the driving test needs to be made more challenging. d For me, it's much more a ......

........... ........ . . of individual responsibility. e I think individual responsibility is a much more important ...... f The . . . ... . . . . . . . ........ . . . . . . .......... for me is that of personal responsibility. . . . . in that, I suppose. g There is some . . h What you're saying might be . . . . . . ................. . . . ... ............. j

Maybe you're right in some ways, but not ....... . ...................................... . I'm not sure how closely . . it is to driving speeds. w w ' . w w

k I'm not sure that driving speeds are especially . . .......... . . . . . . . . . . . . . I'm not really sure that driving speeds have much . . .... with it.

175

Vocabulary -z-

~

~

5

I

1 6

7

r--

-

r--

-

r--

-

r--

-

4

I

I

-

-

-

-

-

-

8

J

I

-

-

~

110

I

r-r--

I

r--

~

r--

111

'--

I

I

1 Complete the crossword using the clues below. Across 4 In order to lose weight successfully, you need to reduce your calorie . . . . . . . ............. . . . . ..... ........... and take more exercise. S Access to health care is unequal across the country, but the government wants to create a . . . . . . ... .... . . . . . . . . .................... playing field. 6 Adjective: someone (e.g. a gymnast) who is able to move and bend their body easily can be described as . .

8 You shouldn't go back to work until you feel completely better. Flu can really take ............................................ . . . .. you. (3 words) 10 The doctor explained the operation to me, but I was so anxious that I found it hard tO m . . . m m all the details. (2 words) 11 The government is keen to help people who are . . . . . . . . . to cigarettes to stop smoking.

Down 1 All nurses have to ... .. . rigorous training. 2 He tries to attend every match his team plays during the season. He's a real . of football. 3 The doctor told me that improving my diet would be ... 6 I'm very ..... m exercise more.

c

:::s

.m

to my health.

about trendy diets: to lose weight, you need to eat less and

7 Tennis players are particularly . . . . . . ... . . . . . . . . . . .... ... . . . . . . . . to arm and leg injuries. 9 I'm afraid I can't advise you on your child's health problems; that's not my ............................... .....mm . • You need to consult a paediatrician.


2 For questions 1-8, read the text below and think of the word which best fits each space. Use only one word in each space.

Yoga There can be hardly anyone who has not heard of yoga, and (1) ..................................................... you are 16 or 60, you can reap the benefits of taking (2) ..

... ....

m

••••

in a yoga class. Yoga is a system of training the body and the mind. Its goal is to (3) ....

. .... . ..... it easier for people

to remove all distractions preventing them living a life of the spirit in union with their Maker. Reaching this state is (4) ... . greater a challenge than might be imagined. The main emphasis of the physical training is (5) . ................. .............. bringing the body under complete control in such areas as the regulation of breathing and the flexibility of the muscles, (6) ... instrumental in controlling our overall movements. The mental training, as (7) ...

.mm.

......

of which are

.. ......... ................ as the modifications to the behaviour of

the physical body, make undisturbed concentration possible. So perhaps it's (8) ..... .......................... ............... we all headed for the nearest yoga class and started training right now.

176

Grammar Relative and reduced clauses

3 Complete sentences a-h with one or two words. More than one answer may

be correct. a That personal fitness trainer, . . ... ..... ....... .. ...... ... .... .. . . . DVD made millions, is appearing on TV. b Cycling and running, both I enjoy, are effective forms of exercise. c We all want better hospitals, but

money should they be paid for?

d The man . . ... . .. . . . . . ... .... ... . . ... ... . . . . was recently appointed as our new team manager is well known to everybody. e Tom goes jogging every day, . . . . . .......... ... . ... ..... ... . ... . . . . is obviously good for his fitness regime. f The girl came to see me last night is my cousin. g The free concert hundreds of people.

was held in the park last night was attended by

4 Rewrite the two sentences in exercise 3 where no additional words are needed.

Writing Exemplification

5 Match the statements a-e to the examples 1-5.

a Technology has introduced a number of conveniences that we now take for granted. b Western diets are having a negative influence on those of other countries. c Working life has become extremely sedentary. d A number of changes have increased the time we spend on leisure activities. e People now have a wider and more varied diet than in the past. 1 True, many people go to the gym, but this doesn't necessarily compensate for the loss of movement in our everyday routines. 2 Take my mother, for example. She'd never even eaten pasta until five years ago, and now she tries all cuisines. 3 Like most people, I just couldn't cope without a washing machine or dishwasher. 4 Just taking Japan as an example, the increasing number of fast-food joints there is being linked to the sharp rise in obesity among young people. S Gym membership is at an all-time high, for example. 6 Write a paragraph of an article for a magazine on 'The division of labour within families and its effect on the amount ofleisure time people have'. Use an informal style and include examples. Use vocabulary from the Unit 6 Writing section.

Speaking Suggesting alternatives

7 Here are some ways of suggesting alternatives. Match a-e to 1-5.

a I suppose we could .. . b Maybe what's needed ... c Why don't we ... d I guess we need ... e I was wondering whether ... 1 ... is a government initiative to promote healthy living. 2 .. . new ways of encouraging people to eat healthier food. 3 ... always increase the cost of unhealthy food, such as fast food and snacks. 4 ... have a bicycle rental scheme in our cities? S ... subsidizing gym membership might be a better solution.

177

Vocabulary c a d

a s

r 0 p h e a q eta

e p

a n 9

s e n

i

e y 9 Y q e s

e t m

s h n h a

w

i

e n

i v s

t

9

w

p

n e

a a

a q

0

r p e

k

i

0

r

n a u q

m u

i n 9 p h

n a m n v 0 n e

n

e a n

etreoen

9 Y h P a e

i

a n e s

r eke i

o sou n s e

m

r a

s I

I v

s 9 yea

I c e 0 u h

s e u q h y t air

v n e r

1 Find these words and expressions in the word square. The words can go in any direction.

a The routes which connect one part of the brain to the other are known as neural p ... . . . . . . . ....... . . . . ... . . . . . . . . b A verb meaning to change over a long period of time: e . . c A noun meaning a change: a d A noun meaning a disaster: c e If the government spends more on scientific research, it will need to r .. .......... resources from elsewhere. f When considering the risk of the Earth being hit by an asteroid, we need to fact from fiction.

g A noun meaning a search; often used to describe something important, such as scientists' seeking knowledge: a q mm h An adjective meaning impressive to look at: i m

••

'

An adjective meaning disturbing, worrying: u

j The power supply suddenly dropped, causing the lights to k A scientific expression, commonly used to mean a big and sudden change: q Our research programme will give us a huge advantage. It'll put us •............................................. .... . . . y . ..... . . . . . . . . . . . . ............ . ... . . ahead of our competitors .

..'c .....

:s


2 For questions 1-8, use the word in capitals at the end of some of the lines to form a word that fits in the space in the same line. There is an example at the beginning (0).

The difference engine Charles Babbage was born in 1791, the son of a London banker. As a youth, he was his own instructor in algebra, of which he was (O) . pf!t.$$..~(!.I1~t~ly fond. In his twenties, Babbage developed an interest in calculating machinery which became his (1) ................................... ............. passion for the (2) . ...

... ........ of his life. In

PASSION CONSUME, REMAIN

1821, he invented the Difference Engine for compiling mathematical tables. On completing it, he conceived the idea of a better machine, the Analytical Engine, which is (3) ... (4)

(5) ...

...... .... ..

.

mm

• • • • • • • • • • • • •••••• • •• '

because it had some of the

CHARACTER

of today's computers. mm..

•• '

SIGNIFY

little remains of Babbage's prototype computing machines. Throughout his life,

FORTUNE

Babbage worked in many different fields, and made contributions that would have assured his fame (6)

of his work on the Difference and Analytical Engines. However, despite his many

achievements, he was (7) .....

. .......... in constructing his calculating machines, and in particular the

refusal of the government to support his work, left Babbage in his (8) . .... and embittered man.

178

. ..... years a disappointed

RESPECT SUCCESS DECLINE

Grammar Stative verbs: simple and continuous

3 For each sentence a-j, choose the correct option: 1, 2, or 3. a It 1 seems

that the price of smartphones is going to fall dramatically. 2 's seeming 3 Both are possible

b How . .... . . . . . . . . . . . . .. . . ... ... . . . . . . today? 1 do you feel 2 are you feeling c The 1 introduction

3 Both are possible

of the new system has been put back until next year. 2 introducing 3 Both are possible

d What I is that you get someone to install your new computer system instead of trying to do it yourself. 1 suggest 2 'm suggesting 3 Both are possible e I to buy a new television for some time now. Ours is just too old to cope with the new technology. 3 Both are possible 1 've meant 2 've been meaning f I 1 study

astronomy at university, and this year the lectures are fascinating . 2 'm studying 3 Both are possible

g I can't remember whether James Maybe he has other interests now. 1 likes to play 2 is liking playing

computer games or not these days. 3 Both are possible

h His to my letter does not mean that he accepts my concerns; it depends on what he actually does. 1 response 2 responding 3 Both are possible

Writing Evaluative language

4 Complete sentences a-f with a suitable word. More than one answer may be possible. a The author never our systems are secure.

u •.................................. .........................

the question of cyber-crime and whether or not

b His basic as . . ................ . . ... . . is technology provides us with more free time. on what is a much deeper issue. c This summary only t ... d I w ... . ..... ... .......................... completely disagree with the a been the greatest invention of our time.

.. ... that the internet has

e The argument r .... solely on the pr ... . . . . . ......... ......... .. that we will still be using the internet in twenty years. f He fails to c . . . . . ........... . . . . . . .... ... . . . . .. the impact this technology is having on our brains. 5 Using a range of evaluative language, write a paragraph responding to the comment below. Technology is great. It saves time and increases productivity.

Speaking Talking about consequences and effects

6 Choose the correct option in italics. People's increased use of the car in recent decades ... a ... has led by / into / to an increase in pollution in cities and towns. b ... has resulted at / in / by the growth of out-of-town shopping centres. c .. . has had a rather negative effect on / to / with the development of railways. d ... has had a positive impactJor / on / with the car manufacturing industry worldwide. e ... has been a positive step in / to / towards giving people more mobility and a greater sense of freedom. f ... has had negative consequences Jar / in / with the number of road accidents. 179

Vocabulary 1 Correct the mistakes in sentences a-I using words and expressions from Unit 8. More than one answer may be correct. a Once you are seventeen, you will be entailed to apply for a driving licence. b You are issued with a passport by quality of being a citizen of the country. c The jury took a very long time to find a verdict. d He was convicted of attempting to enfraud a bank, by paying in a false cheque. e Having crashed the car, he was convicted of unreckoning driving. f He was found guilty of tax escape and had to pay a heavy fine . g It's tempting to take revenge on someone who has harmed you, but you should never bring the law into your own arms . h The judge told the jury not to be bent by their sympathy for the accused. We must be extremely careful to stick to the words of the law and not ignore any of the details. His lawyers are going to house an appeal against his sentence, which they think is too harsh. k After a month-long trial, he was finally excused of all the charges and was free to go home. They have been remaindered in custody until they appear in court next month.

Exam practice

::: c :s


2 For questions 1-6, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and eight words, including the word given. 1 The judge is not going to resign over the matter. intention The judge . . . over the matter.

2 When confronted with his crime the accused was unrepentant. remorse The accused ................................................................................................. . . crime he had committed. 3 We aim to stamp out violent crime in this area. put Our aim . . . . . .... . . . . . ..................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............... violent crime in this area. 4 The judge sent Jones to prison for two years. sentence The judge ... .. . prison. S People do not recover from a crime like this quickly.

over This kind of crime is not ..................................................... .... . ............. ..................................... quickly. 6 When I opened the door, I was surprised that no-one else was at home. only I opened the door nobody at home.

180

Grammar Gerunds and infinitives

3 Complete sentences a-h using one of the verbs below in the gerund or infinitive form. In one of the sentences both forms are possible: which one? lock

see

commit

think

phone

make

outline

explain

a He told the judge that he regretted ..................................................... . the crime. b Did you remember ... . w w the back door before you left? c I tried

why I was parked illegally, but the traffic warden wouldn't listen.

d After talking about crime in general, the speaker went on . . ........................ . . . . . . . . . . . . . . . . the advantages of the new crime prevention scheme. e I dread . . . . w w

.

how much our new burglar alarm is going to cost.

f I've been meaning

you for ages, but just never got round to it.

g Please stop ... ....................................... ......... that dreadful noise. I can't hear myself think! h I rushed back to my car, only ...................... . . . . ... . . . . ............ the thief driving it away.

Writing Hedging

4 Rearrange the words to make sentences adding punctuation as necessary.

a belie ved that it on illegal urban areas wtdety a is crackdown firearms rates in our addressing the would go crime spiralling way in some it l~~~~ltrJ~tyl!~tlt~J!fJt

b it raising the age should crime levels shown that principle reduce been school-leaving in ftfts

c

c legal authority some handed down remote than those by criminal behaviour bearing on have more it wtmM that punishments friends and family out by members seem meted

. #Wfll!!lrJ. . . . d society by the operation limit the harm it kept to of might be possible illegal drug to caused markets of sight are out if they l~""~gh&

. .. .. .

e where the establishment of a sense West frontier of the Wild the intemct law and order reminiscent fully implemented has yet is in to be rlft~e",~~r."'~~#,

5 Choose a subject from the list. Write a short paragraph. Describe some of the problems associated with it and then offer some solutions. Try to use a variety of hedges to soften your opinion. IZZegaljirearms

Anti-social behaviour

Teenage gangs

Corruption

Speaking Speculating

6 A police officer is describing some closed-circuit camera footage of a bank robbery. Match the two halves to make complete sentences. a It might be that...

1 ... might be armed.

b I would say that those ...

2 . .. waited until there were no customers.

c It certainly looks like they ...

3 . .. out their faces.

d They might have ...

4 . .. two men are the robbers. 5 ... they've seen the camera. 6 ... the police cars arriving.

e It all seems ... f I can't quite make ... g They look as ... h Perhaps they heard ...

7 . .. to be happening incredibly fast. 8 ... if they've just seen something.

181

::s ;; Cl)

•• Vocabulary 1 Complete the crossword using the clues below. Across 5 I was a builder and now I'm an actor. My old job bears little r . . to my current one. 8 Stealing company property will lead to instant 9 It's important for you to realise that I don't e what you did. In fact, I think you behaved very badly.

10 He's quite loud and loves being with other people; he's a real e 11 When people sitting near me in my office are talking while I'm working, I get very d . Down

1 She

me in many respects. For example, she's very sociable while I'm a bit of a loner. (2 words)

2 I do hope she gets the job. She's certain to be u ..

a

some strong competing candidates. (2 words)

through all the online job adverts every day, hoping to find a new job.

3 Is

4 Another way of saying reliable: 6 Competing with colleagues often ~ . ............................. . .... ... ............ (2 words)

0

the worst in people.

7 He doesn't care about earning a big salary; he isn't especially money-o


2 For questions 1-8, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the space in the same line. There is an example at the beginning (0).

Sigmund Freud Sigmund Freud, father of psychoanalysis, is generally recognised as one of the most (O) .~911~t:9J!:e.t:lJP!t thinkers of the twentieth century. Working initially in a close (1) .

..... with Joseph Breuer, Freud

CONTROVERSY RELATE

elaborated the influential theory of the mind as a complex energy system. He articulated and refined the concepts of the unconscious and of repression, and proposed a tri-partite account of the mind's structure, all as part of a radically new conceptual and (2) . human (3)

..... . .. frame of reference for the understanding of

..... development and the understanding of mental conditions such as hysteria.

Notwithstanding the multiple (4)

of psychoanalysis as it exists today, it can in almost all

fundamental respects be traced directly back to Freud's original work. Moreover, Freud's (5) ...... .

THERAPY PSYCHOLOGY MANIFEST INNOVATE

treatment of human actions, dreams, and indeed cultural artefacts as invariably possessing implicit (6) ...

............... .... significance has proven to be (7)

......... fecund and has had important

implications for a wide variety of other fields such as anthropology and artistic (8) . ...

182

SYMBOL, ORDINARY CREATE

Grammar Using passives, have and get

3 Complete sentences a-j using the verbs in brackets in the correct form. Where there is a choice between have or get, choose the correct option. Example: Thefactory is about to (have or get?) (take) over by a competitor. = get taken a It (rumour) that the managing director (force) by the board to resign, but I found out later that this wasn't true. b When I took the car in to (service), I (have or get?) the garage check the airconditioning unit. c I'm afraid that your application letter seems to (have or get?) (hold) up in the post. d Once we've completed the first round of interviews, successful candidates (ask) back to attend a second interview next week. e I spoke to my manager and (have or get?) myself (invite) to the annual sales dinner. f We (have or get?) our office (break) into yesterday, but fortunately nothing was stolen. g We always (have or get?) job applicants (fill) out a questionnaire after their interview. h My cousin (have or get?) himself (fire) last week for failing to meet his work deadlines.

Writing Giving reasons

4 Complete sentences a-e using an appropriate word or phrase. Use a different word or phrase for each one. a She is highly deserving of a pay rise ....................................................... she has gone the extra mile on this project. b The company has been forced to outsource jobs m an increased demand from customers. c The Indigo chairman has decided to step down . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . the recent media scandal.

., CD

d Participants of the meeting began nodding off in their droves . . . . . . . . . . . . . ..... . . . . . . . . . . ... . . . the monotony of the speaker's voice.

:So

CD

:e

e He is an exceptional team player and . . . . . . . . . ............................ . . . . .. he will go far in the company. Tact

5 Rephrase a-e to make them sound more tactful. d He's completely bone idle. a He's just so downright rude. b He just loves the sound of his own voice.

e He's stupid.

c She'll stop at nothing to get her own way.

Speaking Speaking strategies

6 Fill in the gaps in the notes about speaking strategies with words from the list. Three of the words are not used. according to accurately confess consider idea in pauses precise range repetition synonyms waits

opinion

Speakill9 rt"rate9ieS" • Avoid ( a ) ; V)e a Wide (b) ................ of vocabvlary, e)pecially (c) . . . .................. ........ .., (e'9' propofal, con c ept, (d) . . .... .. . . .. . . . . . . . . . . .. . . .. . .... . . • Avoid 101)9 (e ) m m or )ilel)ce); V)e 'filler' expreHiol) )vCh a) 'Well; 'So; 'Let me lee' to 9ive yovr)elf time to thil)k.

• Be clear al)d (f) ..... . . .... m m ; try to V)e vocabvlary al)d 9rammatical form)

(9) . . • Make it clear Whel) yov are 9ivil)9 yovr oWl) per)ol)aJ (h) .............. ...... j vse discovr)e markers )vCh a); (i) . . . . . .... . . . . . . . . . . . . . . . . . . . . . . . my view ..• , I fuppofe that ... , I muff that . .• , etc.

0) . . . . . . . . . . ... ... ... . . .

183

Vocabulary 1 Fill in the gaps with words from Unit 10 to complete sentences a-j . a The children at school love to m them and even talk like them.

. ... ... . . their favourite singers. They dress like to upset people; he needs to be more careful

b He has an unfortunate t about what he says.

c Sentencing the footballer to three months in prison, the judge told him he was a bad r...mm m .. for young people. d When I discovered that my new colleague liked the same music as me, I b .. with her immediately. e She isn't really a close friend of mine; she's really more of an a . f I like going to the theatre, but I don't often go these days as the cost of tickets has become completely p . in the history of television.

g The creation of satellite TV was a real w h The film industry in my country is absolutely c and by competition from Hollywood movies. The most p . .

prize for writers is probably the Nobel Prize for Literature .

Making a TV series requires a huge initial 0 .... production company.

o ,.. ~

C

::I

..... by a lack of investment

. from investors and the


2 For questions 1-8, read the text below and decide which answer CA, B, C or D) best fits each gap. There is an example at the beginning (0).

The Victorian music hall In Victorian Britain, an (O) m.......Jl.... .

popular place of entertainment was the music hall. Shows were full of songs of all kinds,

in which the audience was (1) . .

.m to join in the chorus. Between 1900 and 1910, however, music halls (2) ...

a dramatic change in character and (3) .

. .................... their emphasis on eating, drinking and singing to variety shows, where families

went to see, among other acts, great (4) .

. like Roman chariot races, or diving contests. Although temporarily

(5) .

by the 1914-18 war, the music halls were to (6) ... .

the advent of radio (7) . .

. .. .. their popularity for many years after this. However,

.......... to be increasingly detrimental to live entertainment and a further (8) .

.. was dealt

with the arrival of the cinema.

184

@ overwhelmingly

0 A overridingly

B overreachingly

C overpoweringly

1 A indebted

B obliged

C constrained

D indulged

2 A subjected

B submitted

C underlined

D underwent

3 A rearranged

B fluctuated

C shifted

D relocated

4 A spectacles

B parades

C exhibitions

D displays

5 A obstructed

B halted

C terminated

D checked

6 A retain

B absorb

C grasp

D reserve

7 A claimed

B turned

C resulted

D proved

8 A setback

B disaster

C blow

D crash

Grammar Adverb clauses

3 Complete sentences a-k using the words in the list. More than one answer may be correct.

even if despite while since now that as as if like in spite though as though even though

a Don't you think that film was very much .... w w b c

the last film she starred in?

the terrible traffic, we still arrived for the play with time to spare. I can see your reasons for not liking modern art, there are lots of people who really appreciate it.

d It looks ... ...................................... there's going to be a tube strike next week. . ..... ... . . . . . . . I love the cinema, I don't go very often. e Much . . f I've seen King Lear many times, I still love to see new productions of it. g I enjoyed the film . . h

... . . of having to wait for half an hour to get tickets.

. . digital downloads are so popular, CD sales are going to continue to decline. Thanks for the invitation but I'm not really interested in opera, I think you'd better find someone who would appreciate it more.

j

we have to queue for hours, I really want to get tickets for this concert.

k Difficult

w

it is for some people to understand, I really detest sport.

Writing Complex sentences

4 Correct the mistakes in each sentence. One sentence is correct.

C

:::I

a Many young people no longer want to follow a traditional career, despite it may ultimately be more fulfilling.

::;

b Celebrities do a lot of work for charity, which they should be praised.

...

.... o (I)

c Aspirations such as happiness are still achievable, though unfortunately they are seriously undervalued in our society.

~.

(I)

d Wealth and fame are high on many people's agenda, that explains why hard work is not a priority. e Further more, the celebrity culture shows no signs of diminishing. f Some people think they will be happy simply through to appear on TV. g Hollywood movie stars and high-profile footballers who are all remunerated very handsomely are often the most vocal about not being paid enough. 5 Now write a short paragraph outlining the good and bad points of being famous . Include a variety of conjunctions to link ideas within sentences, and use vocabulary from the Unit 10 Writing section.

Speaking Useful expressions

6 Circle which of the words and phrases 1-4 are correct. More than one correct option is possible for each item.

.......... that TV has changed the way we live. 2 debate 3 doubt 4 question

a There's no 1 alternative b That's 1 absolutely

. . true. 2 certainly

3 definitely 4 rather agree with that. 2 sure I don't 3 not going to 4 afraid I don't

c I'm 1 not sure I'd d I ... 1 consider

we've become more reliant on TV. 2 'd say 3 suppose 4 suspect

.w

e You ............ . ......................................... that TV has improved communication between people. 1 'd say 2 could say 3 might even argue 4 might think 185

:e

~

Vocabulary

~ ~

-

2

4

I

f--

I

9

f--

10

I

-

1 Complete the crossword using the .clues below. Across

",----

-

8

-

I

2 Buying expensive items can give you a short-term can cause you problems later on.

r-s-

f--

I

I

4 The company is now in debt to the t ... ._

I--

I--

f--

L--

f--

f--

L--

I--

but it of over a million dollars.

8 Given the current economic crisis, our priority must be to " .......................................................... the company afloat and not let it sink. 9 At the supermarket I try only to buy the items on my shopping list. Buying things on costs far too much. 10 Our competitors are .................... . . .... ..... . . . . . . . . . . the market with cheap goods.

L--

Down 1 Our house is now 0

market, as we want to move. (2 words)

__

2 It's hard for her to see a reason to work harder, when how hard she works seems to have no on how much she earns. 3 Their new business has really t so quickly. (2 words) 5 He has a

...

........... . They never

expected to be so successful

for business and an eye for a bargain.

6 This new TVwas so expensive, and it stopped working almost as soon as we got it home. What a complete r ... ......... ! (2 words)

.... ....

7 We only buy necessities and try not to s ... . . . . ... . . . . . . . ......................... our money on luxuries.


2 For questions 1-8, read the text below and think of the word which best fits each space. Use only one word in each space. There is an example at the beginning (0).

Bad business I sold funeral insurance to North Carolina black people to put myself through college. I myself am not black. I still feel bad about what went (0) ...fllTt

. But my parents worked at the cotton mill.

I grew up in one of these employee row-houses. Our shrubs were always tagged with Ruff blown off stacked bales. You didn't understand that you'd steadily breathed fibres - not (1)

..__

, like Dad, you started coughing at age forty and died at fifty-one.

First, I tried peddling the Book of Know/edge. I attended every training session. The sharp salesman showed us (2) ... . .

................. . . . . . . . to let

the T volume (3) . ... . ..... ...................................... open at the Taj Mahal. Our company had spent a lot extra on that full-page picture. In a living-room the size of a shipping crate, I stood before my seated parents. I practised. That should have helped, but if (4) ....

.

, it made me

worse. Before I hiked off with my wares, Mom (5) ............. . . ............ . . ................... . pack a bag-lunch. Other sales kids owned cars. I had to walk lugging my sample kit; twenty-six letters' (6) . ........ ................................... of knowledge gets heavy pretty fast. My arms and back grew stronger but my spirits sort of caved in. I hated the thought I was about to trick them (7) . . buying something they d idn't want or need. The only thing worse than facing strangers door-to-door is finding people you know there. Grinning, they'd ask me in. When I finished, my hosts sighed, said this book-set sure sounded great. Then they admitted what I knew (8) . . .

186

. ..... . along - they just couldn't afford it.

Grammar Reported speech

3 Choose the option which best completes each sentence containing reported speech. Then write what you think the speakers actually said. a The bank manager . ............. . .. . . . . . ........... . me if I was interested in opening a business account. 1 asked 2 enquired 3 wondered 4 checked b The head teacher suggested .... ... .... . . . . . . . . ... . ... ... .. . ... a sponsored walk to try and raise money for my children's school. 1 us to hold 2 to be held 3 holding 4 to hold c The manager of the shop guaranteed the difference if we found that make and model of TV on sale cheaper elsewhere. 1 refunding us 2 to refund us 3 us to refund 4 that she refund us d He swore 1 to pay back

everything he owed me by the end of that month. 2 me to pay back 3 that he pay back 4 that he'd pay back

e Claire insisted .. .. . . . . . . . . . . . ... . . . . . . . . . . . . . . . a new umbrella to replace the one she had lost. 1 buying me 2 on buying me 3 to buy me 4 to buy for me f She urged invest my money in such a risky business. 1 not to 2 me not to 3 me to not 4 that I don't

Writing Nominalization

4 Rewrite a-e using a nominalized form of the underlined words. a The two companies have merged and this is an important milestone. b Insider trading at the bank has been discovered and this is affecting their share values. c The government has decided to attract new investment, which has been welcomed by the private sector. d The industry sector grew faster during March, which indicates that the economy is on the up. e Industry leaders have withdrawn their support for revised tax laws, causing unrest in markets.

Speaking Qualifying a reply

5 Fill in the gaps in a candidate'S reply to the question 'Do you think advertising aimed at children should be banned?' using the expressions below. Three of them are not used. already just on balance on reflection one hand put it say say it suppose the one hand

I have to (a) .... . . ..... .. , my initial reaction is yes, it should definitely all be banned. if we But (b) ... . . . . . . . . . . . . . .... .... . .......... , I realize it's quite a complicated issue. I (c) completely banned adverts aimed at children, sales would go down, which would hurt the economy. On (d) ........... ..................... , children are consumers, just like adults. But on the other, they (e) aren't as sophisticated. Compared with adults, children are ? - rather vulnerable. So (g) ........... ... . . .... . . . ...... ... . . . . . . , my view is we - how can I (f) should allow advertising for children, but we should control it strictly.

187

.... ....

Vocabulary 1 Complete the crossword using the. clues below. Across 2 I suffered an unfortunate m

on my last trip: I lost my passport two days before I was due to fly home.

4 My family left China when I was quite young, but I still have v memories of my life there. 5 I find living in the countryside boring; I much prefer the hustle and b of a big city.

8 We looked up, and suddenly the kangaroo was blocking our path. It seemed to jump up out of n 9 We hired ajeep so that we could get off the b

track. . She started out as a

10 She's followed a very unusual career p ballet dancer; now she's a tour guide.

Down 1 There was no sign of any plants or trees as far as the eye could see; the landscape was

completely b 3 My Asia trip was great: I wouldn't have m

6 He isn't the adventurous t

. it for anything. (3 words)

; he prefers to spend his holidays on the beach.

7 I looked up and saw my ex-wife: she was staying at the same hotel as us. It was a really a moment.


2 For questions 1-6, complete the second sentence so that it has a similar meaning to the first sentence. Do not change the word given. You must use between three and eight words, including the word given. 1 We should have bought cheaper tickets.

opted I wish

such expensive tickets.

2 It was incredible that there's absolutely no tarmac on the roads. lack I was amazed ......................... ................................................................ ................. of tar mac on the roads. 3 I was determined to take advantage of the experience. out I would such an experience for all the world.

4 We knew we would probably get stuck in the mud. high We knew that there stuck in the mud. 5 The count~y my friends and I were visiting made a deep impression on us. skin The country we were visiting . . . . . ......................... . . . . . . . . . ... . . . . . . . . . . . . .... . . . . . . . . . . . . . . . me and my friends.

6 We knew that the journey would be long and arduous, but we weren't expecting it to be so dangerous. said We knew that the journey would be long and arduous, but ................................................... . . . . . . . . . . . . ......................................... about it being so dangerous. 188

Grammar Conditionals

3 Complete sentences a-j with a suitable word or phrase. a I've never visited Bolivia but ........................................................ , I'm sure I would have enjoyed being there. b If we went there by bus instead of by plane, we . . c

.. ... . .

www

a lot of money.

the noisy hotel, that would have been a perfect holiday.

d ........................ .................... .. I told you a secret, could you keep it to yourself? e ........... ............... . ... ... ...... you get yourself a tourist visa, you won't be able to come with us next month. f

I have to walk there myself, I'm determined to visit the Valley of the Temples tomorrow.

g If I ................. . . ................ ................... ask you very nicely, would you upgrade my seat to business class? h It doesn't make any difference to me you come or not. I'm quite happy to visit the museum on my own . . .. . . . . . . . ............. . . . ... . . . . in advance how expensive it was here, I might have booked a holiday somewhere else. We're going to Spain next month .............. . .... . . . . ... . . ... .......... that my new passport arrives in time.

Writing Descriptive language

4 Use the words from the list below to replace the word got in each of these sentences. Three of the words are not used. wangled

prevailed

accessed

clambered

gleaned

gained fetched

transported

a We got out of the car. b He got his way out of a difficult situation c They got in the house via the back window. d We got our water from a well each morning. e His grasp of the language was so poor that he got very little from the conversation. S Replace the verbs in italics in sentences a-e with words from the list below. Three of the words are not used. a desolate

drifted

squeezed

an oasis

a respite

stretch

swept

brushed

a A cool breeze entered through the open window. b Everyone stood as the bulls ran together through the streets. c The building stood in an empty and unattractive landscape. d The cafe was a calm and pleasant place in the heart of the packed city centre. e The last part of the race was the hardest. 6 Choose another common verb in the English language such as put, give, take, etc. Think of as many synonyms for these verbs as you can. Write a paragraph describing your first impressions of a place you have just arrived in, using the synonyms of the verb you have chosen. Use vocabulary from the Unit 12 Writing section.

Speaking Evaluating and suggesting alternatives

7 Match a-g to 1-7 to make complete sentences. a Yes, I see ...

1 .. . case, cost isn't the only factor.

b You do have ...

2 .. . fact, I think you're right about that.

c There is some .. .

3 . .. same, I think there's more to it than that.

d As a matter of ... e For one ...

4 .. . where you're coming from. 5 ... thing, you haven't mentioned the effect on the environment.

f In any ...

6 ... truth in that, of course, but I'm not sure I agree completely.

g All the .. .

7 . .. a point there, I must admit. 189

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